Parasocial Relationships as a Predictor of General Belongingness among Senior High School Students

Parasocial relationships have become increasingly popular among adolescents due to emerging technological advancement and rampant digital engagement. This parasocial experience shifted how senior high school students fulfill their sense of belongingness, especially in schools. Several studies have reported the underlying benefits of parasocial relationships toward the development of identity, career trajectory, and body image among adolescents and its adverse effects, such as digital distress and connection overload, on their general well-being. Many studies have investigated the connection between parasocial relationships and mental health; however, few have explored the role of parasocial relationships in fulfilling belongingness among senior high school students in the Philippine context. This study employed a predictive correlational design to examine the relationship and prediction between parasocial relationships and general belongingness among senior high school students (n=384) in a public secondary school in Navotas City, Philippines. Using JAMOVI 2.4.14, the study found a significant (p. <0.008) weak positive correlation (R=0.14) between parasocial relationships and general belongingness among adolescents. Moreover, only 2% of parasocial relationships can predict general belongingness. This one-sided, illusionary relationship between students and celebrities/personas can only influence their belongingness in a tiny fraction. These findings suggested that family, peers, teachers, and institutions may be the primary sources of strong belongingness development. Hence, with the dominant presence of the digital world, a need to balance parasocial relationships and in-person interactions is highly encouraged. School administrators must enhance programs for media literacy, self-awareness, and active participation among senior high school students in school activities such as sports and peer-mentoring initiatives. The researcher recommended that school counselors develop effective interventions that promote a healthy balance between real-life experiences and the digital landscape, leading to students’ success