Understanding User Participation in Online Social Networks: A Quantitative Analysis of Needs and Peer Pressure through the Lens of Maslow Theory

Jemuel Rhoe D. Suerte, Jomarie Bayate, Evangeline L. Escarpe, Cathleen Joy C. Manolong, Jeean R. Nemil and Alven A. Lopez
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Jemuel Rhoe D. Suerte: Cebu Technological University- Dumanjug Extension Campus, College of Education, Dumanjug, Cebu, Philippines
Jomarie Bayate: Cebu Technological University- Dumanjug Extension Campus, College of Education, Dumanjug, Cebu, Philippines
Evangeline L. Escarpe: Cebu Technological University- Dumanjug Extension Campus, College of Education, Dumanjug, Cebu, Philippines
Cathleen Joy C. Manolong: Cebu Technological University- Dumanjug Extension Campus, College of Education, Dumanjug, Cebu, Philippines
Jeean R. Nemil: Cebu Technological University- Dumanjug Extension Campus, College of Education, Dumanjug, Cebu, Philippines
Alven A. Lopez: Cebu Technological University- Dumanjug Extension Campus, College of Education, Dumanjug, Cebu, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 7, 856-870

Abstract: This study investigated the interplay between college students’ engagement in online social networks (OSNs) and the underlying physiological needs and peer influences that motivate such participation. Grounded in Maslow’s Hierarchy of Needs and inspired by the framework of Houghton et al. (2020), the research was conducted at the Cebu Technological University Dumanjug Extension Campuses (Liong and Bitoon), employing a quantitative, descriptive design. A total of 500 randomly selected students from eight departments participated, responding to a structured survey that captured their perceptions of physiological needs, safety, belongingness, esteem, self-actualization, peer pressure, and satisfaction. The data were analyzed using weighted means, Pearson’s correlation, and two-way ANOVA, providing insights into the statistical relationships and differences across gender and age groups. Results revealed significant correlations between students’ physiological needs, belongingness, esteem, self-actualization, peer pressure, satisfaction, and online participation. The findings further emphasized the pivotal role of peer pressure in shaping online behavior, highlighting the OSN environment as a venue for fulfilling psychological needs and a site of social influence. These outcomes have far-reaching implications for digital literacy programs, mental health interventions, and institutional policies, underscoring the need for universities and online platforms to foster supportive environments that balance digital engagement with students’ well-being. The study concludes by recommending future research that explores long-term behavioral changes and cross-cultural comparisons within digital learning environments.

Date: 2025
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