The Influence of Social Media on the Personal Values among Gen Z Students

The Influence of Social Media on the Personal Values among Gen Z Students

Daniela Atasha B. Aniag, Hannah Sophia Bautista, Rusell M. Demeterio, Ma. Carmela C. Dingding, John Cloyd M. Garcia, Joseline M. Santos, Rowena May T. David, Susana C. Velasco

Bulacan State University

DOI: https://dx.doi.org/10.47772/IJRISS.2025.906000371

Received: 31 May 2025; Accepted: 14 June 2025; Published: 17 July 2025

ABSTRACT

Social media has become an integral part of daily life, prompting discussions about how it may influence the development of personal values, particularly among younger generations. This study aimed to provide an in-depth knowledge of the influence of social media on the personal values of Generation Z students, contributing to the ongoing discourse on education in the digital age. As social media continuously progress, yet research about its influence on personal values, especially in the Philippines, is limited. This study employed a quantitative research method with a descriptive design using a researcher made validated survey questionnaire based on Schwartz’s value theory administered to 126 Junior High School students from the State University of Bulacan selected through stratified-random sampling and simple random sampling to examine the influence of social media on the personal values of Gen Z students. The findings indicate that time spent on social media significantly impacts values such as embracing new ideas, respecting cultural traditions, compassion, and self-improvement. Additionally, the study reveals that gender does not play a significant role in shaping these values. These insights highlight the need for careful consideration of social media’s influence on the younger generation’s development. Based on the results of the study, social media significantly shapes the personal values of Generation Z students, influencing their openness, compassion, and self-growth, and it is recommended to integrate digital literacy, encourage responsible online behavior, and foster collaboration between educators, parents, and platforms to promote positive engagement.

Keywords: social media influence, personal values, generation z, identity formation, digital behavior

INTRODUCTION

The rise of technology is certain. Along with technology, social media also grew and influenced everyone. According to Hook in 2024, social media influenced every aspect of people’s lives, especially their perspectives on politics, climate change, and gender ideology. It affected how people viewed the world. No one could change this reality. The only thing that people could do was to understand how social media influenced the personal values of individuals, to identify the negative effects of social media on personal values, and to find solutions that researchers could develop to resist the harmful effects of social media on personal values.

Social media shapes personal values in various ways, relying on the content and values it fosters. As of 2021, there were over 4.55 billion social media users, and this number continues to grow (The Social Networking Sites in Daily Life, 2022). While social media can impact beliefs and behaviors, it is significant for people to think deeply on how their online actions affect their real-world behaviors. Nevertheless, research on social media’s influence on personal values, especially in the Philippines, is limited, and this study aims to address that gap by exploring how social media influences Generation Z students’ values.

The study focuses on how social media influences Generation Z, primarily how it shapes their identity and personal beliefs. It discovers the challenges Gen Z faces in balancing their online and offline personas, influenced by trends, validation, and endless connectivity. The research provides new insights into how online space transforms values and making choices, fortifying existing studies while providing a more specific understanding of social media’s impact on the Gen Z students.

This study aimed to provide an in-depth knowledge of the influence of social media on the personal values of Generation Z students, contributing to the ongoing discourse on education in the digital age. This research explored the potential relationship between the amount of time spent on social media and the level of conformity to personal values. It sought to examine how social media may have shaped the personal values of young individuals, considering both its positive and negative implications in a rapidly evolving digital environment.

Statement of the Problem

The general problem in this study is: How social media influence the personal values of Gen Z (Generation Zoomers) students?

Specific problem

1. What is the socio-demographic profile of the respondents in terms of:

1.1 Sex

1.2 Grade level

2. How does the time spent on social media influence the personal values of Gen Z students?

3. How may the personal values of the Gen Z students be described in terms of:

3.1 Willingness to Embrace New Ideas

3.2 Respect to Cultural Tradition

3.3 Compassion

3.4 Self-improvement

4. Is there a significant influence of demographic profile and time spent on social media to the personal values of the Gen Z students?

5. How may promotional materials be developed to enhance the personal values of Gen Z students through social media?

METHODS

This study employed a quantitative-descriptive research design to examine the influence of social media on the personal values of Generation Z students. According to Creswell (2023), a descriptive research design is used to describe the characteristics of a population or phenomenon being studied. The study utilized a validated researcher-made survey questionnaire, which was developed based on Schwartz’s (2012) Value Theory Framework. This instrument aimed to identify the influence of social media on the personal values of Generation Z students and examine how time spent on social media significantly impacts their personal values.

The respondents of the study are Grade 7 to 10 students from Laboratory High School in Malolos City, Bulacan, which consisted of 126 students. Most student respondents were in Grade 7 (26.19%) and Grade 10 (26.19%). The researchers used a combination of stratified random sampling and simple random sampling to ensure fair and representative selection of participants from each grade level.

For the collection of data, the researchers used a Likert Scale-survey questionnaire. The questionnaire was based on the study of Schwartz’s (2012) value theory framework. The questions determined how social media works with or reflects individual values. The instrument was designed to measure students’ perceptions of social media usage and its influence on their personal values.

In the process of data analysis, the researchers used both descriptive and inferential statistical techniques to interpret the responses collected from the survey, which included calculating the mean, standard deviation, frequency, and percentage to summarize the participants’ profiles and key study variables. To examine the relationship between personal values and time spent, personal values and sex, and personal values and grade levels, the researchers applied multiple regression analysis, which allowed them to determine the strength and direction of the associations between the variables.

RESULTS AND DISCUSSION

1. What is the socio-demographic profile of the respondents in terms of:

Table 2 Distribution of the respondents according to their Sex

The data reveals that most of the respondents are females, which number 69 with a percentage of 54.76%, followed by 57 males with a percentage of 45.24%.

Krasnova (2023) and Ionescu (2024) both indicate in their study that more female respondents participated in the study compared to males, suggesting a greater willingness or availability of female students to take part in the research. Females tend to use social media more for social interaction and self-expression, while males are more inclined toward entertainment and informational content. Furthermore, women were more motivated to maintain already established close relationships, gain social details, communicate with friends, and view others’ photos using social media platforms (Hogue & Mills, 2019).

According to Espana and Brandes (2023) argue that sex has limited influence on value formation, Anglim and Mary (2024) contend that cognitive ability is a stronger predictor than gender. In contrast, grade level shows a more direct influence. Vecchione and Schwartz (2022) and Gamage and Dehideniya (2021) found that as students’ progress through educational stages, their exposure to new concepts and responsibilities affects the development of self-direction and conformity-related values

Table 3 Distribution of the respondents according to their Grade Level

Table 3 indicates the distribution across different year levels of the respondents. A total of 126 students participated, and they were classified into four-year levels: Grade 7, Grade 8, Grade 9, and Grade 10. The respondents are in Grade 7, with 33 in total and an equivalent percentage of 26.19%, followed by Grade 8, with 29 respondents and an equivalent percentage of 23.02%, and Grade 9, with 31 respondents and an equivalent percentage of 24.60%. And Grade 10, with 33 respondents and an equivalent percentage of 26.19%.

Keller (2021) revealed in their study that a greater proportion of younger students (Grades 7 and 8) received parental consent to participate, while the older students (Grades 9 and 10) were mostly denied due to their academic responsibilities. This contrasts a bit with the current study’s equal distribution, which indicates that possibly other factors, such as topic relevance, influenced the participation rate. Miller (2021) emphasized that younger students face more leniency from parents to participate in studies because, according to the parents, this is an opportunity related to education. On the other hand, for older students, sometimes permission entails issues regarding workload and priorities in studies. While this might indicate a lower rate of participation by the higher-grade students, an even distribution in the current study shows that external factors might have influenced parental decision making (Ultami, 2021).

This even distribution of participants across the four grade levels may have positively influenced the study’s representativeness, allowing for a more balanced understanding of how social media impacts personal values across different stages of junior high school. The relatively equal participation also suggests that the topic of social media may have resonated similarly across age groups, possibly because of its high relevance to the daily lives of all students, regardless of their grade level.

The balanced sample enhances the reliability of the findings since it reduces the likelihood of skewed results due to overrepresentation from any single grade. Furthermore, it implies that perceptions and experiences regarding social media and personal values may not differ drastically between early and late junior high school students, or if they do, such differences can now be more accurately analyzed due to the even respondent distribution. This supports the need for educational interventions that address social media literacy at all junior high levels, not just among older students.

1. How does the time spent on social media influence the personal values of Gen Z students?

Table 4 Distribution of Students According to Time Spent on Social Media per Day

Table 4 indicates the distribution of students according to time they spent using social media each day. A total of 126 students participated and were classified in four given time spent. Three respondents spent two hours every day using social media with an equivalent percentage of 2.38%, nineteen respondents spent three hours with an equivalent percentage of 15.08%, thirty-six respondents spent seven hours every day with an equivalent percentage of 28.57%, and sixty-eight respondents spent eight hours every day using social media with an equivalent average of 53.97%.

According to recent studies of (Iwamoto and Chun, 2020), statistics indicate that people spend an average of two hours a day on various social media applications, sharing images and messages, updating their status, and more. This aligns with the common perception that social media use has become an integral part of daily life for most people, particularly among young people. Since an individual spends 2 hours per day on social media, only 2.38% of the students fall into the 2-hour category. This could suggest that the 2-hour group represents students who use social media in a shorter time throughout the day or do not consider it as a major activity. These students might check social media for updates rather than engaging in it for longer periods.

According to Duarte (2022), teenagers spend an average of 7 hours and 22 minutes per day in front of screens, which equates to 43% of a teen’s waking hours. This includes all screen activities—social media, entertainment, gaming, browsing, etc. At over 7 hours, many teens are spending almost half of their waking hours looking at screens. In comparison, 36 students (28.57%) in your study reported spending 7 hours on social media specifically. These students may be spending almost the same amount of time on screens as those in Duarte’s study, but their screen time is concentrated mainly on social media, rather than being spread across a variety of activities.

Time spent on social media plays a pivotal role in influencing personal values. Studies by Kawakami et al. (2020), Nurkulov (2024) and Femenia (2021) affirm that personal values are shaped by the frequency and nature of digital engagement. As students spend more time online, they are more likely to adopt the behaviors and values they observe in digital content. The amount of time Gen Z students spend on social media significantly influences their personal values. Students who spend more time on social media are more likely to adopt values associated with openness, empathy, and personal development, although this may vary based on the type of content they consume. The amount of time Gen Z students spend on social media significantly influences their personal values. Students who spend more time on social media are more likely to adopt values associated with openness, empathy, and personal development, although this may vary based on the type of content they consume.

2. How may the personal values of the Gen Z students be described in terms of:

Table 5 Gen Z’s Willingness to Embrace New Ideas

This table examines the personal value of embracing new ideas among Gen Z students, aligning with Schwartz’s Openness to Change value, which emphasizes the pursuit of novelty and independent thought. It explores how social media influences students to adopt new perspectives, think critically, and challenge their existing beliefs. The results, measured by mean scores and standard deviations (SD), provide insight into students’ readiness to embrace innovative trends, reconsider their values, and engage with diverse viewpoints. This category highlights the importance of adaptability, curiosity, and intellectual flexibility as core values in today’s digital world.

The data assesses students’ willingness to embrace new Ideas levels based on ten statements, measured using mean scores and standard deviations (SD). The responses fall within the category of Agree indicating a moderate level of willingness to embrace new ideas among students.

The highest mean score is 3.52 (SD = 0.63) for the statement, the content I encounter on social media encourages me to be open to new ideas and different perspectives. The lowest mean score is 3.10 (SD = 0.83) for the statement, I am willing to change my opinions based on new information I find in social media.  While still within the same descriptive category, it implies that students may agree to discover new ideas. The overall mean score of 3.28 (SD =0.47) suggests that, on average, students display a moderate level meaning they try to embrace the willingness of new ideas.  The standard deviations (ranging from 0.63 to 0.84) indicate some variability in responses.

According to (Kwong, 2021) Open-mindedness may be social in that people interact with their peers on social media, hence expanding their knowledge and accepting new ideas through collaborative intellectual activities. This reflects how social media encourages individuals to think critically and explore their unconventional ideas, enhancing learning through shared insights.  Lin and Koti (2021) concurred that social media affects values through user interaction and self-presentation, having a considerable impact on information flow advertising attitudes. Social media also has an effect on values by changing opinions, beliefs, and behavior through user communication.

The variability in responses, as indicated by the standard deviations, also points to the fact that some students are more influenced by social media than others, likely due to individual differences in engagement levels, critical thinking skills, and personal values. For example, students who actively follow social media accounts promoting unconventional ideas may be more willing to reassess their values, while others might only passively consume content without fully internalizing or integrating it into their worldview.

These insights suggest that while social media encourages the development of open-mindedness and curiosity, educators and parents may need to foster critical media literacy skills to help students navigate this vast ocean of information. Encouraging students to engage with diverse content while also teaching them how to critically evaluate sources and perspectives could enhance the positive effects of social media, helping students use it as a tool for constructive personal growth. Additionally, understanding that the influence of social media varies across individuals is crucial for developing tailored strategies to promote openness and intellectual flexibility in students.

Schwartz’s Theory of Basic Human Values categorizes values into dimensions such as openness to change, conservation, self-transcendence and self-enhancement. This theoretical lens has been instrumental in assessing how digital environments influence adolescents’ willingness to embrace new ideas, show compassion, uphold cultural traditions, and pursue self-improvement.

Table 6 Gen Z’s Respect for Cultural Tradition

Table 6 examines the personal value of respect for cultural tradition among Gen Z students, aligned with Schwartz’s Conservation value, which emphasizes the importance of tradition, security, and maintaining societal norms. It explores how students use social media to honor their cultural heritage, learn about and appreciate cultural diversity, and advocate for the preservation of family and cultural values. The results, measured by mean scores and standard deviations (SD), reflect students’ respect for cultural customs, the promotion of traditional values, and their sense of responsibility in preserving and celebrating cultural traditions in an interconnected world. The data was assessed based on ten statements, measured using mean scores and standard deviations (SD). The responses fall within the category of agree, indicating a level of students’ respect for cultural tradition.

The highest mean score is 3.44 (SD = 0.63) for the statement, “I feel grateful that social media allows me to access information about cultural customs that are meaningful to me.” The lowest mean score is 3.27 (SD = 0.72) for the statement, “I am proud to share and celebrate my cultural traditions through social media with my friends and followers.” While still within the same descriptive category, it implies that students may agree to respect cultural traditions. The overall mean score of 3.36 (SD =0.43) on average, Gen Z students display a moderate level, meaning they respect cultural tradition. The standard deviations (ranging from 0.63 to 0.74) indicate some variability in responses.

According to Sandel & Ju (2019) and Tang & Chan (2020), social media allows people to connect over great distances and embrace culture. This connection enables individuals to interact with various cultures, promoting shared understanding and appreciation. On the other hand, social media platforms strengthen community connections by allowing users to exchange cultural stories and experiences, thereby bolstering a feeling of belonging and identity, Panchal and Mago (2024). Cultural variations greatly impact social media practices, encompassing ethical issues and privacy worries, which can influence how individuals disclose details about their cultures, Chai (2020).

The findings indicate that Gen Z students exhibit a strong respect for cultural traditions, with social media serving as a significant tool in broadening their understanding and appreciation of diverse cultures. Most of the student’s express gratitude for the ability to access information about cultural customs online, while many also feel social media has deepened their respect for the traditions of others. However, there is some variability in how actively students share and celebrate their own cultural practices on social media. The overall results suggest that social media plays a pivotal role in promoting cultural awareness, though factors like privacy concerns and the desire to protect personal identity may influence how openly students engage with cultural discussions online. Despite these challenges, social media continues to foster a sense of connection and cultural appreciation among Gen Z students. Cultural preservation and awareness have also been linked to digital platforms. According to Sandel and Ju (2019), and Tang and Chan (2020), social media helps bridge intercultural gaps by facilitating communication and understanding between diverse communities. Panchal and Mago (2024) further support this, suggesting that digital storytelling in online communities promotes the reinforcement of cultural identity.

 Table 7 Gen Z’s Compassion

This table examines the personal value of compassion among Gen Z students, aligned with Schwartz’s Self-Transcendence value, which emphasizes concern for the well-being of others and promotes altruistic behaviors. It explores how social media encourages students to show empathy, help those in need, and engage in acts of kindness, such as donating or supporting social causes. The results, measured by mean scores and standard deviations (SD), highlight the role of social media in fostering a sense of compassion and a desire to make a positive difference in both local and global communities. The responses fall within the category of agree, indicating a moderate level of compassion among Gen Z students.

The highest mean score is 3.39 (SD = 0.69) for the statement, “I am inspired by social media to assist others, especially those in need.” This suggests that Gen Z students generally consider that they are willing to assist others in social media. The lowest mean score is 3.03 (SD = 0.86) for the statement, “I am more likely to donate to animal charities or help pets in need after seeing posts about them on social media.” The overall mean score of 3.29 (SD = 0.47). The standard deviations (ranging from 0.64 to 0.86) indicate some variability in responses, meaning students’ levels differ across individuals.

The findings suggest that social media plays a significant role in fostering compassion among Gen Z students, encouraging them to engage in altruistic behaviors. Students generally report feeling motivated by content on social media to support causes, assist those in need, and engage in community-oriented activities. The higher level of motivation to help others, especially after witnessing acts of kindness, reflects the positive potential of social media as a platform for promoting empathy and social responsibility. However, the lower score for donating to animal charities or helping pets suggests that while students feel motivated to help, their compassion may be more strongly directed towards human-related causes, highlighting possible differences in how various types of content influence empathy. Social media appears to be a powerful tool for inspiring students to act with greater empathy, although its impact may vary depending on the type of cause or issue being addressed. Compassion, another core value, has been linked to digital influence. Social platforms allow users to witness personal stories and social issues in real-time, fostering empathy and prosocial behavior. This is supported by Zhao et al. (2020), who demonstrated that engagement with emotionally resonant content on social media encourages charitable behavior and community participation.

Table 8 Gen Z’s Self-Improvement

Table 7 examines the personal value of self-improvement among Gen Z students, aligned with Schwartz’s Self-enhancement value, which emphasizes the pursuit of success, personal growth, and ambition. It explores how social media motivates students to strive for personal achievement, reflect on their strengths and weaknesses, and build their confidence and influence. The results, measured by mean scores and standard deviations (SD), provide insight into students’ drive for self-betterment, goal achievement, and leadership development. This category highlights the role of social media as a catalyst for empowerment, motivation, and the continuous pursuit of personal and professional growth.

The data assesses Gen Z students’ self-improvement levels based on the statements, measured using mean scores and standard deviations (SD). The responses fall within the category of “Agree,” indicating a moderate level of self-improvement among Gen Z students. The highest mean score is 3.54 (SD = 0.62) for the statement: “I am encouraged by social media to reflect on my strengths and weaknesses and keep improving.” This suggests that Gen Z students generally consider that they are using social media to reflect themselves. The lowest mean score is 3.24 (SD = 0.73) for the statement: “I am motivated by social media to become more influential by showcasing my talents and accomplishments.” The overall mean score of 3.42 (SD = 0.43). The standard deviations (ranging from 0.59 to 0.79) indicate some variability in responses, meaning students’ levels differ across individuals.

Social media content, such as success stories, can enhance intrinsic motivation by showcasing achievements and positive feedback, such as comments and emojis. This effect is particularly pronounced among women and extroverts, who are more likely to be motivated by such content in areas like health, beauty, and hobbies (Krol & Zdonek 2021). While social media can be a powerful motivator, it can also lead to negative outcomes such as demotivation or information overload. Social media allows individuals to curate their online personas, presenting their skills and interests effectively (Sukmawan, 2025).

The data highlights that Gen Z students are strongly influenced by social media in their pursuit of self-improvement, with many using it as a source of inspiration and motivation to reflect on their personal growth. The findings show a significant alignment between social media use and students’ ambitions to enhance their skills and achieve success. However, the variation in responses suggests that while some students are highly motivated by the content they encounter, others may feel less compelled to actively showcase their achievements online. This variability indicates a nuanced relationship between social media and self-improvement, where it can serve both as a tool for positive growth and an area where individuals may choose to engage differently based on their personality and comfort with self-promotion. The role of social media in self-improvement may be more complex than simply fostering ambition, as it can also create pressures or unrealistic expectations that need to be managed carefully.

Social media’s capacity to expose users to diverse content makes it a key platform for value formation. Kwong (2021) emphasized that open-mindedness is fostered through peer interactions and content sharing on social media, encouraging critical thinking and intellectual exploration. Similarly, Lin and Koti (2021) noted that social media platforms impact users’ attitudes and values by influencing their perceptions and behaviors through constant exposure to curated information

4. Is there a significant influence of social media to the personal values of the Gen Z students?

Table 9 Regression Analysis Between Time Spent and Personal Values

Dependent variable: Personal Values

This table shows the connection of time spent and personal values of the students. According to Kawakami et al, in 2020, their study indicates a correlation between time preference and personal values, suggesting that personal values are influenced by time spent. Also, Nurkulov in 2024 insisted that effective use of time influences personal values and priorities. This was proven by Femenia in 2021, whose research showed that there is a connection between personal values and the time spent in internet use.

The findings suggest that the time spent on social media has a significant impact on the personal values of Gen Z students. This highlights the powerful role of social media in shaping their beliefs and behaviors. As students spend more time on these platforms, they are exposed to a wide variety of content, which may influence their values, priorities, and attitudes. This could include adopting new perspectives, enhancing their empathy towards social causes, or becoming more focused on personal growth. The connection between time spent online and changes in personal values underscores the importance of how social media is used and the potential for it to both positively and negatively shape the worldview of students. With these findings, it’s evident that the amount of time spent on social media platforms should be monitored and understood in the context of how it molds the personal values of younger generations.

The rise of social media has significantly transformed how individuals, particularly younger generations, form and adapt their personal values. According to Hook (2024), social media has deeply influenced individuals’ perspectives on key societal issues such as politics, climate change, and gender ideology. This digital influence highlights the urgency of examining how online platforms shape value systems.

Table 10 Regression Analysis Between Sex and Personal Values

Dependent variable: Personal Values

Table 10 shows that sex and personal values has no significant connection to each other. According to Espana and Brandes in 2023, personal values may not be significantly influenced by sex. Instead of gender affecting the personal values, gender differences and cultural contexts in 2022 suggest that gender affects mental health rather than personal values. And Anglim and Mary in 2024 said that personal values correlate more strongly with cognitive ability than gender.

This finding challenges the assumption that gender differences might play a substantial role in shaping an individual’s values. While sex may affect other aspects, such as mental health or certain behavioral traits, it does not seem to have a strong correlation with personal values in this context. As noted in previous studies, cognitive abilities, rather than gender, are more closely related to personal values. This reinforces the idea that personal values are shaped more by individual experiences, thinking patterns, and societal influences than by inherent gender differences. Therefore, this finding suggests that personal values among Gen Z students are more influenced by other factors, such as exposure to different perspectives, rather than by their sex.

Table 11 Regression Analysis Between Grade Level and Personal Values

Dependent variable: Personal Values

This table illustrates the connection between gender level and personal values. According to Vecchione and Schwartz in 2022, grade level is connected to personal values because the higher the grade level, the more that self-direction is thought and conformity-rules. Gamage and Dehideniya in 2021 also agreed with Schwartz and Vecchione by stating that personal values are influenced or may vary across different educational stages. And according to the study of Шибаева in 2024, attitudes and behaviors or values are shaped at different grade levels.

The result indicates a significant influence of grade level on the personal values of Gen Z students. This result aligns with previous research, which suggests that as students’ progress through their academic journey, their values may evolve, particularly in relation to self-direction and conformity to societal norms. Higher-grade students often experience greater exposure to more complex ideas and values, which can lead them to develop a stronger sense of personal direction and independence, while also becoming more attuned to the importance of social rules and behaviors. As noted by Gamage and Dehideniya, personal values often shift across educational stages, with older students likely to prioritize values that reflect their increasing maturity and awareness of the world. This finding suggests that personal values are not static, but rather adapt as students advance through different stages of education, highlighting the role of academic and social experiences in shaping their worldviews.

DISCUSSION

The study demonstrated that the amount of time spent on social media significantly influenced the personal values of Generation Z students. Those who spent more time online exhibited changes in attitudes and behaviors, which manifested both positively, such as increased openness, compassion, and a drive for self-improvement, and negatively, including feelings of pressure stemming from unrealistic online standards.

Regarding openness to new ideas, the findings indicated that social media played a role in enhancing students’ open-mindedness by exposing them to diverse cultures, perspectives, and innovations. However, the influence of social media was mediated by the credibility of the sources encountered, underscoring the importance of critical thinking.

In terms of respect for cultural traditions, students reported that social media enhanced their appreciation for cultural diversity. Through various platforms, they gained greater knowledge of their own and others’ traditions. Nevertheless, many acknowledged that face-to-face cultural engagement remained essential.

With respect to compassion, the study found that social media encouraged a stronger sense of empathy among students by exposing them to charitable causes and individuals in need. Despite this, some participants recognized a gap between digital compassion and real-world actions.

In the area of self-improvement, many students shared that motivational content on social media inspired them to pursue personal growth, passions, and to showcase their talents. Still, others highlighted the negative impact of unrealistic standards often promoted by influencers, which sometimes resulted in feelings of inadequacy.

The findings confirmed that social media significantly affects Generation Z’s personal values, particularly in terms of shaping openness, compassion, and self-growth. However, they also pointed to the critical need for media literacy and balanced online engagement.

All main research objectives were achieved. First, the data showed that time spent online significantly influenced students’ openness, compassion, self-improvement, and respect for cultural traditions. Second, in examining Generation Z students’ willingness to embrace new ideas, respect for traditions, compassion, and self-growth, the study revealed a general consensus among participants that social media played a role in influencing these values. Third, the study identified a significant correlation between time spent online and grade level in relation to personal values, while sex showed no significant effect. Additionally, the study led to the development of promotional materials aimed at enhancing Gen Z’s personal values through social media. These included infographics advocating for mindful use of social media, educational content, and participation in offline activities.

There are several limitations in this study that could impact how well the results apply to other situations or groups. The sample was limited to Junior High School students from the State University in Malolos, Bulacan, which may affect the generalizability of the findings. The reliance on self-reported data through survey questionnaires could have introduced response bias, where participants might respond in socially desirable ways rather than reflect their true experiences. Moreover, external influences such as parental guidance, peer interactions, and socioeconomic background were not considered, though these factors may also significantly affect personal values. Future research could address these gaps and consider longitudinal studies to investigate how early social media habits influence adult personal values over time. Educators are encouraged to integrate media literacy education into the curriculum to equip students with the skills needed to critically evaluate online content and resist negative influences. Parents and guardians should play an active role in guiding and monitoring online behavior. Social media platforms could contribute by designing algorithms that promote value-driven content. On a broader scale, national guidelines could be established to promote responsible social media use among adolescents, supported by public awareness campaigns addressing its impact on values and mental health.

CONCLUSION

This study has revealed the significant influence of social media on the personal values of high school students, particularly those from Generation Z. The findings highlight how social media affects their attitudes, behaviors, and decision-making processes. Specifically, the research emphasizes the importance of time management in promoting responsible social media use, encouraging students to engage positively with digital content.

Moreover, the study identifies the need for students to be open to new ideas and to demonstrate respect for cultural diversity while interacting on social media platforms. Compassionate behaviors, such as supporting charitable causes, also emerged as valuable traits influenced by online engagement. Furthermore, social media offers a platform for students to express their talents and showcase their potential.

The conclusion of this study highlights that social media plays a significant role in shaping the personal values of Generation Z students particularly in areas such as openness to new ideas, compassion, cultural appreciation, and self-improvement

These findings are consistent with and supported by existing literature Kwong (2021 noted that social media fosters open-mindedness by encouraging users to interact with diverse perspectives, promoting intellectual flexibility and critical thinking. This directly aligns with the study’s result that students are more willing to embrace new ideas after engaging with social media content.

In terms of cultural respect, the findings echo Sandel and Ju (2019)  Tang and Chan (2020) who emphasized that social media enables intercultural connection, enhancing users’ appreciation for cultural diversity. The study affirms this, showing that students felt more connected to and respectful of cultural traditions through social media engagement. Exposure to personal stories and charitable causes on social media can elicit emotional responses and drive users to engage in prosocial behaviors. The present study supports this, revealing that students felt more compassionate and motivated to help others after viewing content related to kindness or social causes.

In the area of self-improvement Krol and Zdonek (2021) reported that success stories and motivational content on social media boost users’ intrinsic motivation, particularly in areas such as self-presentation and personal development. The study’s conclusion confirms this, stating that Gen Z students are inspired by what they see online to pursue their goals, reflect on their strengths and weaknesses, and improve themselves. The study’s finding that time spent on social media significantly affects personal values is reinforced by the work of Kawakami et al. (2020) and Nurkulov (2024), who argued that the duration and intensity of digital engagement play a crucial role in shaping individual value systems over time.

These insights underscore the critical role of digital environments in shaping values and behaviors. Future research should further explore strategies for fostering digital literacy and ethical engagement to enhance the positive effects of social media on youth development.

ACKNOWLEDGEMENT

We would like to express our deepest gratitude to all the individuals and institutions who have supported and contributed to the completion of this research study.

First and foremost, we extend our sincere appreciation to our research validators: Dr. Remelie R. Robles, Ma’am Emma Grace Jasmin, and Sir Lemuel Del Rosario, for their invaluable insights and expert evaluation that helped refine the quality of our work.

Our heartfelt thanks go to our adviser and research professor, Dr. Joseline Santos, whose guidance, patience, and unwavering support were instrumental throughout the research process.

We are also grateful to our college dean, Dr. Remedios O. Azarcon, for the encouragement and support provided to us as we pursued this academic endeavor.

Special thanks to Ma’am Niña Lilia R. Javier, Principal of the Laboratory High School, for allowing us to conduct our study among the students. To the Lab High students, we are truly thankful for your participation and cooperation, which made this study possible.

We also wish to acknowledge our language editor, Russel T. Del Rosario, for his dedication and expertise in helping us present our work with clarity and precision. To our families and friends, thank you for your endless love, support, and motivation. Your presence behind the scenes gave us strength during the most challenging times.

Above all, we give our utmost thanks and praise to our Almighty God for granting us wisdom, perseverance, and the opportunity to complete this research. All glory and honor belong to Him.

REFERENCES

1. Anglim, J., & Mary, L. (2024). Cognitive ability and personal values: A stronger correlation than gender. Journal of Personality Assessment, 106(1), 45–59. https://www.researchgate.net/publication/384430436_Cognitive_Ability_and_Personal_Values_A_Large_Sample_Study_of_Schwartz%27s_Values_HEXACO_Personality_Age_and_Gender
2. Chai, S. (2020). Cultural implications and privacy concerns in the age of social media. Journal of Digital Culture, 12(3), 233–247. https://www.mdpi.com/2071-1050/12/19/8286
3. Duarte, F. (2025, February 24). Average screen time for teens (2024). Exploding Topics. https://explodingtopics.com/blog/screen-time-for-teens
4. Espana, L., & Brandes, K. (2023). Sex differences and personal values: A cross-sectional analysis. Social Psychology Review, 27(3), 312–330.
   https://repository.lsu.edu/gradschool_dissertations/3324/
5. Gender Differences and Cultural Contexts. (2022). International Journal of Cultural Psychology, 15(2), 88–102. https://repository.lsu.edu/gradschool_dissertations/3324/
6. Hook, J. (2024). The influence of social media on modern perspectives: Politics, climate change, and gender ideology.
7. https://www.researchgate.net/publication/378364057_Exploring_the_Role_of_Social_Media_in_Bridging_Gaps_and_Facilitating_Global_Communication
8. Iwamoto, D., & Chun, H. (2020). The emotional impact of social media in higher education. International Journal of Higher Education, 9(2), 239. https://doi.org/10.5430/ijhe.v9n2p239
9. Pan, J., Zhou, Y., & Li, H. (2020). Predicting personal values of social media users in Singapore using a stack model. Proceedings of the International AAAI Conference on Web and Social Media, 14(1), 739–749. https://ojs.aaai.org/index.php/ICWSM/article/view/18094
10. Panchal, R., & Mago, V. (2024). Digital storytelling and cultural identity in online communities. Global Media Journal, 18(1), 56–70. https://journals.icapsr.com/index.php/ijgasr/article/view/79
11. Pew Research Center. (2022). The social networking sites in daily life. https://www.pewresearch.org/internet/2022/08/10/teens-social-media-and-technology-2022/
12. Sandel, T. L., & Ju, I. (2019). Bridging distances: Social media’s role in intercultural connection. New Media & Society, 21(7), 1592–1608. https://research.manchester.ac.uk/en/publications/social-media-culture-and-communication-2
13. Tang, L., & Chan, M. (2020). Cross-cultural communication on social media: Opportunities and challenges. Asian Journal of Communication, 30(1), 45–62.
    https://www.frontiersin.org/articles/10.3389/fpsyg.2022.858900/full
14. Zhao, J., Dong, Y., Wu, Y., & Yu, H. (2020). Predicting personal values in social media users using a stack model: A case study in Singapore. Proceedings of the International AAAI Conference on Web and social media, 14(1), 739–749.
    https://ojs.aaai.org/index.php/ICWSM/article/view/18094