Correlates of Facebook usage patterns: The relationship between passive Facebook use,social anxiety symptoms,and brooding

Facebook (FB)¹ is a popular platform for interacting with others to establish or maintain relationships. Compared to other interpersonal exchanges, FB does not require in-person interactions. Therefore, FB may represent an important social sphere for individuals with social anxiety disorder (SAD).² Examining the relationship between social anxiety symptoms and FB activity could inform future research on the benefits or consequences of FB use in SAD individuals. This study examined the relationship between social anxiety symptoms and different FB usage patterns. We also considered the role of brooding—a known risk factor for SAD. 75 nonclinical FB users completed questionnaires about psychological symptoms, FB usage, and brooding. Greater social anxiety symptoms were associated with spending more time on FB and passively using FB (i.e., viewing other’s profiles without interacting). Brooding mediated the relationship between passive FB use and social anxiety symptoms. An alternative model demonstrated that social anxiety symptoms mediated the association between passive FB use and brooding. This study was limited by its cross-sectional, self-report design. Future research should assess FB use with objective, real-time data and use experimental designs. Results have implications for the cognitive–behavioral model of SAD.     

Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance

Because of the social media platform’s widespread adoption by college students, there is a great deal of interest in how Facebook use is related to academic performance. A small number of prior studies have examined the relationship between Facebook use and college grade point average (GPA); however, these studies have been limited by their measures, sampling designs and failure to include prior academic ability as a control variable. For instance, previous studies used non-continuous measures of time spent on Facebook and self-reported GPA. This paper fills a gap in the literature by using a large sample (N = 1839) of college students to examine the relationship among multiple measures of frequency of Facebook use, participation in Facebook activities, and time spent preparing for class and actual overall GPA. Hierarchical (blocked) linear regression analyses revealed that time spent on Facebook was strongly and significantly negatively related to overall GPA, while only weakly related to time spent preparing for class. Furthermore, using Facebook for collecting and sharing information was positively predictive of the outcome variables while using Facebook for socializing was negatively predictive.     

Correlation between Facebook use for educational purposes and academic performance of students

In this paper a research on the application of Facebook in education is presented. A total of 139 students of the Faculty of Education in Sombor (Serbia) participated in the research. The results establish a positive correlation between the academic performance of students and the frequency of use of Facebook for educational purposes. The factor of perceived usefulness greatly affected the decision of students to use Facebook as a learning aid. No significant difference in the frequency of use of Facebook for general purposes has been reported between the groups of students divided by the academic performance.     

An experimental investigation of the influence of agentic and communal Facebook use on grandiose narcissism

Does activity on a social networking site (e.g., Facebook) increase grandiose narcissism? It was hypothesized that the type of activity (agentic vs. communal) might make a difference. In the first experiment, 88 males were randomly assigned to one of three computer activity conditions (agentic Facebook activity, communal Facebook activity, control computer activity). In the second experiment a larger and more diverse sample (N = 218) engaged in agentic, communal, or control activities either on a computer or not, in order to assess the impact of medium as well as thinking type. In both experiments, self-reported daily Facebook activity was correlated with narcissism. However, the experimental manipulation of agentic vs. communal Facebook use did not significantly increase state narcissism, as indicated by synthesizing the findings of the two experiments. The findings cast doubt on the notion that social networking site use promotes narcissism, though additional research on the topic is warranted.     

Technology use,self-directed learning,student engagement and academic performance: Examining the interrelations

The widespread technology use among current college and university students has made higher educational institutions worldwide acknowledge the need of incorporating it in teaching and learning for explicit reasons. But does access and usage of technology enhance academic performance and foster student engagement in reality? Researches in the last over two decades have conjectured both the positive and negative outcomes of the students’ continuous interface with technology. Student engagement and self-directed learning (SDL) are the two other themes that have independently attracted considerable interest of researchers, ascribable to the explicit and implicit assertions that both are related to the academic success. Additionally, the relationship of technology use with these two academic behaviors have also been investigated although not very extensively. The current study aimed to inspect a path model with technology use, student engagement, self-directed learning and academic performance among undergraduate students. 761 students responded to an online survey comprising three scales: Media and Technology Usage and Attitude Scale (MTUAS), Self-Rating Scale of Self-Directed Learning (SRSSDL), and student version of Utrecht’s Work Engagement Scale (UWES-S). The results showed that use of technology has a direct positive relationship with students’ engagement and self-directed learning, however, no significant direct effect was found between technology use and academic performance. The findings point towards the complex interchange of relationships of the students’ technology use with student engagement, self-directed learning and academic performance. The implications and future research directions are discussed.     

Networked narratives on Humans of New York: A content analysis of social media engagement on Facebook

Humans of New York (HONY) is a popular Facebook page which has more than 13 million fans. The posts on HONY are termed as networked narratives, which are stories told on social media with technology affordances enabling story co-construction between the story tellers and the readers. A content analysis (N = 390) was conducted to examine the popular topics on networked narratives and its impact on social media engagement as represented by the number of likes, the number of shares, and likability of characters featured in the post. Results revealed a set of topics of the networked narratives were associated with social media engagement. Also, the tone and the length of posts were associated with social media engagement.     

Attachment style,social skills,and Facebook use amongst adults

Research suggests that online communication may benefit those high in social anxiety. The current study examined Facebook use from the perspective of adult attachment theory, exploring relationships between attachment anxiety and avoidance and Facebook use. Social skills have been found to be related to attachment style and internet use thus we also examined the role of these skills. A diverse sample of adult participants (N = 617; 50.1% female) completed a self report questionnaire measuring attachment dimensions, social skills, and Facebook use and experience. In line with predictions grounded in attachment theory, we found that individuals with high attachment anxiety used Facebook more frequently, were more likely to use it when feeling negative emotions and were more concerned about how others perceived them on Facebook. High attachment avoidance was related to less Facebook use, less openness and less positive attitudes towards Facebook. These relationships remained when social skills were controlled. These results suggest that Facebook may serve attachment functions and provide a basis for understanding how online communication may be related to attachment styles.     

In-class laptop use and its effects on student learning

Recently, a debate has begun over whether in-class laptops aid or hinder learning. While some research demonstrates that laptops can be an important learning tool, anecdotal evidence suggests more and more faculty are banning laptops from their classrooms because of perceptions that they distract students and detract from learning. The current research examines the nature of in-class laptop use in a large lecture course and how that use is related to student learning. Students completed weekly surveys of attendance, laptop use, and aspects of the classroom environment. Results showed that students who used laptops in class spent considerable time multitasking and that the laptop use posed a significant distraction to both users and fellow students. Most importantly, the level of laptop use was negatively related to several measures of student learning, including self-reported understanding of course material and overall course performance. The practical implications of these findings are discussed.     

Facebook and political engagement: A study of online political group membership and offline political engagement

In what ways do online groups help to foster political engagement among citizens? We employ a multi-method design incorporating content analysis of online political group pages and original survey research of university undergraduates (n = 455) to assess the relationship between online political group membership and political engagement—measured through political knowledge and political participation surrounding the 2008 election. We find that participation in online political groups is strongly correlated with offline political participation, as a potential function of engaging members online. However, we fail to confirm that there is a corresponding positive relationship between participation in online political groups and political knowledge, likely due to low quality online group discussion.     

Facebook use depending on age: The influence of social comparisons

Facebook use is analyzed depending on age and occurrence of social comparisons. The hypotheses state that age is negatively associated with Facebook use and that this association is mediated by social comparison orientation. Data collection was realized via the Internet. The online-questionnaire included information on Facebook use on the basis of a behavioral report (cf., McAndrew & Jeong, 2012), an inventory for measuring social comparison orientation by Gibbons and Buunk (1999), and demographic questions. Results are based on 335 participants. They confirm both the negative association between age and frequency of Facebook activities and the mediation of this association by comparison orientation. These results are interpreted on the basis of evolutionary theory. This study offers new insights on the mediating role of social comparisons in the relationship between age and Facebook use. In the discussion suggestions for further routes of research on the link between age, comparison orientation, and Facebook use are outlined.     

Making sense of multitasking: The role of Facebook

Media multitasking and Facebook use are commonplace among college and university-aged students. While the two are often linked and each has been independently associated with reductions in academic performance, their relationship to each other is not particularly well understood.This relationship was examined by analysing comprehensive time-based logs of students' computer-based tasks, including Facebook, during unsupervised, self-directed learning sessions. A total of 3372 sessions contributed by 1249 students were analysed. Multitasking was extremely common – around 99% of sessions involved some multitasking (at least three instances of a particular task within a 20 min period). Facebook was the second most common task overall (University was first), accounting for 9.2% of all task instances and being present in 44% of sessions. Sessions containing Facebook typically contained more, shorter duration tasks and were significantly more likely to include multitasking behaviour. The introduction of Facebook within a session was associated with an increase in multitasking and a reduction in focused (no more than two tasks in a 20 min period) behaviour. Facebook users (students who contributed at least five sessions and used Facebook in at least one of these sessions) were also more likely to multitask and less likely to engage in focused behaviour. These results confirm that Facebook use is a key contributor to students' task switching and multitasking behaviours.     

Relations between faculty use of online academic resources and student class attendance

We investigated connections between faculty use of online resources and student class attendance. Of particular interest was whether online submission of course assignments is detrimental to attendance. Students and faculty at a small, liberal arts college completed surveys about student attendance patterns, student reasons for non-attendance, varieties of online resources used by faculty, and perceptions of the advantages and disadvantages of online resources. Almost one third (31%) of students indicated they were less likely to attend class if allowed to submit assignments online. In contrast, most faculty (94%) did not perceive online assignment submission as a threat to attendance, and no significant difference in reported absence rate was found between faculty who used this option and those who did not. Moreover, a higher number of course materials provided online by faculty was associated with fewer absences. Implications for training of faculty in use of electronic resources and recommendations for additional research on this topic are discussed.     

Cultural values and Facebook use among Palestinian youth in Israel

Culture is a set of values that influences attitudes and social behavior. Despite the role of culture in shaping attitudes and motivations, most of the extensive research literature on the determinants and patterns of social media use has focused on psychological and social factors. The purpose of this study is to fill this gap by investigating the role of cultural values in perceptions of privacy, trust and motivations for using Facebook among young Palestinians in Israel. We relied on Hall’s concept of high and low communication contexts and three of Hofstede’s cultural dimensions: collectivism, power distance and uncertainty avoidance. Data from a survey of Arab high school students (N = 567) established that variations in the adoption of cultural values are associated with the motivation for using Facebook through their effect on trust and on privacy concerns. We discuss the findings and their implications.     

The Janus face of Facebook: Positive and negative sides of social networking site use

There is an increasing awareness that social networking site (SNS) use includes a socio-psychologically positive and a negative side. However, research remains largely silent on which side dominates in driving SNS use. To address this gap and to better understand the nature of SNSs we examine the positive and negative drivers of SNS use in parallel. We draw on the uses and gratifications theory and place social enhancement and interpersonal connectivity as the socio-psychologically positive gratifications and exhibitionism and voyeurism as the adverse gratifications predicting SNS use. We further link these gratifications to two key psychological needs, namely self-presentation and the need to belong. We conceptualize our dependent variable, SNS use, as a multi-dimensional second-order construct that consists of content production, content consumption, amount of usage, and comprehensiveness of one's profile information. We use longitudinal data from Facebook users to test our research model. The results show that exhibitionism, voyeurism and interpersonal connectivity predict SNS use. Furthermore, the number of friends in the SNS decreases the effect of exhibitionism and increases the effect of social enhancement. Altogether, the role of exhibitionism and voyeurism in predicting SNS use underscores the need for increased awareness of the socio-psychologically dark side of SNSs.     

Social media at work: The roles of job satisfaction,employment status,and Facebook use with co-workers

Limited research has studied workplace satisfaction in a computer-mediated context, particularly with the use of social media. Based on an analysis of an online survey of working adults (N = 512) in various companies and organizations in a metropolitan area in Southern California, we tested the relationships among time spent on Facebook interacting with co-workers, employment status, and job satisfaction. Results show that an employee's satisfaction at work is positively associated with the amount of time they spend on Facebook interacting with co-workers. Contrary to our initial predictions, results to the second and third hypotheses revealed that part time employees reported having spent the highest amount of time on Facebook with their co-workers, and contract employees reported the highest degree of job satisfaction at work. Results have implications for Facebook as a strategic platform for promoting employee satisfaction at work, and Facebook a social network/ing platform for part time employees seeking further social integration and professional connection.     

Mirror or Megaphone?: How relationships between narcissism and social networking site use differ on Facebook and Twitter

As research on the connection between narcissism and social networking site (SNS) use grows, definitions of SNS and measurements of their use continue to vary, leading to conflicting results. To improve understanding of the relationship between narcissism and SNS use, as well as the implications of differences in definition and measurement, we examine two ways of measuring Facebook and Twitter use by testing the hypothesis that SNS use is positively associated with narcissism. We also explore the relation between these types of SNS use and different components of narcissism within college students and general adult samples. Our findings suggest that for college students, posting on Twitter is associated with the Superiority component of narcissistic personality while Facebook posting is associated with the Exhibitionism component. Conversely, adults high in Superiority post on Facebook more rather than Twitter. For adults, Facebook and Twitter are both used more by those focused on their own appearances but not as a means of showing off, as is the case with college students. Given these differences, it is essential for future studies of SNS use and personality traits to distinguish between different types of SNS, different populations, and different types of use.     

Social media use,community participation and psychological well-being among individuals with serious mental illnesses

BackgroundLittle research exists on social media (e.g., Facebook, Twitter, etc.) use among individuals with serious mental illnesses (SMI). One particular question of interest is the extent to which online social media use is associated with these individuals' community participation, civic engagement and psychosocial outcomes.MethodsTwo-hundred and thirty-two individuals with SMI receiving services at 18 mental health organizations throughout the continental U.S. completed questionnaires on their community participation, civic engagement, quality of life, loneliness, and psychiatric symptoms. They were also asked which social media sites they used; the duration, frequency and importance of, and reasons for, social media use; and the number of contacts they had on social media.ResultsApproximately a third of the sample reported having at least one social media account. Greater frequency, intensity and longevity of social media were associated with higher levels of community participation, and greater intensity of social media use was positively associated with civic engagement. For instance, those who used social media at least 30 min a day had 16.4 more days of participation and voting rates that were higher by 17.4%. Social media use was not found to be significantly associated with loneliness, psychiatric symptoms or quality of life.Discussion and implicationsGreater social media use appears to be associated with greater community engagement without negative repercussions on loneliness, symptoms, or quality of life. Interventions that support social media use among individuals with SMI could have important community integration benefits.     

Liking Obama and Romney (on Facebook): An experimental evaluation of political engagement and efficacy during the 2012 general election

Existing research on the effect of social media use on political behavior has yielded mixed results to date, demonstrating the importance of research examining the effects of varying types of social media communication on political behavior. The experiment reported in this study provides valuable insights into the role of social media in elections. A longitudinal experiment was conducted to assess the effect Facebook use in the 2012 Presidential election had on political information efficacy, external efficacy, and political engagement. Results suggested that while political information efficacy and engagement increased over time, it was not related to following candidates on Facebook.     

Young Bilinguals' Language Behaviour in Social Networking Sites: The Use of Welsh on Facebook

Social networking sites feature significantly in the lives of many young people. Where these young people are bilingual, social networking sites may have an important role to play in terms of minority language use and in shaping perceptions of that language. Through a quantitative and qualitative study, this paper investigates the use of language in social networking sites by young Welsh speakers, focussing particularly on Facebook. Language choice and behaviour, factors influencing that behaviour, and attitudes towards use of the Welsh language in Information Technology are explored. The data suggests that there are a number of different factors at play, and that it is necessary to consider language behaviour in social networking sites in the context of offline language behaviour.     

The impact of self-regulatory states and traits on Facebook use: Priming materialism and social comparisons

Social Networking Sites like Facebook are an upcoming phenomenon of the modern age. The Social Online Self-regulation Theory (SOS-T) proposes that people use Facebook in order to self-regulate. Using Facebook they regulate their emotions and satisfy a variety of needs and motives. The study's aim was to provide first evidence for the theory by examining the influence of two self-regulatory variables (i.e. materialism and social comparison orientation). Using priming paradigms in two experiments (N₁ = 228; N₂ = 239), we could show that both variables increase Facebook consumption jointly and independently. Implications for theory building and applied settings are discussed and a forecast of future studies is given.