Modeling educational usage of Facebook

The purpose of this study is to design a structural model explaining how users could utilize Facebook for educational purposes. In order to shed light on the educational usage of Facebook, in constructing the model, the relationship between users' Facebook adoption processes and their educational use of Facebook were included indirectly while the relationship between users' purposes in using Facebook and the educational usage of Facebook was included directly. In this study, data is collected from Facebook users with an online survey developed by the researchers. The study group consists of 606 Facebook users whose answers were examined by using a structural equation model. The analyses of the 11 observed and 3 latent variables provided by the model showed that 50% of educational usage of Facebook could be explained by user purposes along with the adoption processes of Facebook. It was also found that Facebook adoption processes could explain 86% of all user purposes. Finally, while Facebook adoption processes explained 45% of its educational usage, it could explain 50% of variance in educational usage of Facebook when the user purposes were added into the analyses.     

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.     

Does being on Facebook make me (feel) accepted in the classroom? The relationships between early adolescents' Facebook usage,classroom peer acceptance and self-concept

The present study aimed to explore the relationships between classroom peer relations, self-concept, and the use of social networking sites in early adolescents. The differences between Facebook users and non-users in their (teacher-assessed and sociometric) classroom peer acceptance and the peer relations, academic and global self-concept were investigated. In addition, the incremental predictive power of students' Facebook usage indicators for their peer relations self-concept beyond their actual classroom acceptance was tested, as well as the moderating role of early adolescents' gender classroom peer acceptance in the relation between Facebook usage and peer relations self-concept. 404 early adolescents (47.3% males; 82.9% Facebook users) participated in the study. No differences were found between users and non-users in their social preference, teacher-assessed peer acceptance, and academic and general self-concept. However, Facebook users reported significantly higher peer relations self-concept. No significant differences were found between Facebook users classified in different sociometric groups. Measures of Facebook usage explained incremental variance in peer-relation self-concept beyond classroom peer acceptance measures. In addition, a significant interaction effect between emotional connectedness to Facebook and gender was found; being highly emotionally connected to Facebook was beneficial only for girls’ peer relations self-concept. These results shed light on commonalities and differences in Facebook and classroom connectedness.     

Examining social adjustment to college in the age of social media: Factors influencing successful transitions and persistence

Social adjustment plays a critical role in student persistence at college. Social media such as Facebook, used widely by this population, have the potential to positively enhance students' transition to college by encouraging connection and interaction among peers. The present study examines the role Facebook plays in students' social adjustment during their first year of college using survey data (N = 338) collected from students at a private, liberal arts college in the Midwest. We develop and test a model that includes both traditional and Facebook-specific predictors of social support and social adjustment, as well as explore the role that these factors play in predicting students' enrollment status the following year. Results indicate positive relationships between two Facebook variables—the number of Facebook Friends students have at the college and their engagement in collaborative behaviors with classmates through the site—and measures of social support and social adjustment, as well as a positive relationship between social adjustment and persistence at the university.     

What drives you to check in on Facebook? Motivations,privacy concerns,and mobile phone involvement for location-based information sharing

Given the popularity of checking in at a location via mobile phone, little research has examined the germane motivations tied to location check-in as a form of in-group electronic word-of-mouth and its relation to the concern of privacy. A survey with 255 college students found that the students' privacy concerns – both online and Facebook specific – did not show any relationship with the motivations of location check-in as a means of information sharing. However, the relationship varied among the non-users of location check-in on Facebook. Involvement with mobile phone showed mixed relationships with check-in motivations – commitment to Facebook, self-development and reputation, and promotional viral communication. Findings not only confirm that young Facebook users are relatively free from the concern of privacy during their location-based information sharing, but also suggest different motivational mechanisms to operate for Facebook users’ viral communication depending on the habitualness of their mobile phone use. Implications are discussed for interpersonal marketing strategies on social networking sites.     

The effects of social media on students’ behaviors; Facebook as a case study

Social networks are one of the most used communication methods of today's world. Their use in different fields has been examined in several research studies. This study aims to examine the effects of social media on student's behaviors which will mainly focus on Facebook. Whether there is a positive relationship between confidence, social media participation and social media related behaviors will also be assed with regard to using Facebook. In order to collect the primary data, a general scanning model was used to observe attitudes of high school students. The participants chosen were 362 high school students from level 9 to 12. The findings highlight that Facebook is used for communication entertainment and sharing news, pictures and songs. In addition, their Facebook profile picture is alone and students were aware that swearing is considered a form of misconduct, which is a good sign. The study also indicates that students were aware of protecting their social identity as their Facebook shares are not public. Furthermore, they respect privacy as they do not use their friend's Facebook account.     

Malaysian Facebookers: Motives and addictive behaviours unraveled

Malaysians were reported to have the most number of Facebook friends, spend more time on Facebook and might be addicted to Facebook as well. This paper explored Facebook usage pattern, motivations and psychological/behavioural factors affecting the users. A focus group study was first conducted to explore motives to use Facebook and symptoms related to excessive Facebook usage. The themes emerging from this were then used in addition to Uses and Gratifications theory and Brown’s Addiction framework to further explore Facebook usage pattern, motivations and behavioural issues among a large group of students. Results show that Malaysian students use Facebook actively, similar to other studies done worldwide. Factor analyses yielded five motives to use Facebook: Social Networking, Psychological Benefits, Entertainment, Self Presentation and Skill Enhancement. As for the behavioural symptoms, Salience, Loss of Control, Withdrawal and Relapse and Reinstatement emerged as the four main symptoms. These results show that in general Malaysian students use Facebook for similar motives as reported in literature. However, it is interesting to note that they also exhibited behavioural symptoms, such as Salience, Loss of Control, Withdrawal and Relapse and Reinstatement due to excessive Facebook usage.     

The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement

Educators and others are interested in the effects of social media on college students, with a specific focus on the most popular social media website—Facebook. Two previous studies have examined the relationship between Facebook use and student engagement, a construct related to positive college outcomes. However, these studies were limited by their evaluation of Facebook usage and how they measured engagement. This paper fills a gap in the literature by using a large sample (N = 2368) of college students to examine the relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Student engagement was measured in three ways: a 19-item scale based on the National Survey of Student Engagement, time spent preparing for class, and time spent in co-curricular activities. Results indicate that Facebook use was significantly negatively predictive of engagement scale score and positively predictive of time spent in co-curricular activities. Additionally, some Facebook activities were positively predictive of the dependent variables, while others were negatively predictive.     

See you on Facebook: exploring influences on Facebook continuous usage

Facebook is a computer-mediated social network site (SNS) that has become a popular communication medium. Facebook permits individuals to construct a public profile within a bounded system, articulate a list of other users with whom they share a connection, and view their list of connections within the system. This study examines influences on Facebook continuous usage in Taiwan. An online survey was performed on a sample of 409 Facebook users. Structural equation models are used to examine hypotheses within the theoretical framework. Analytical results indicate that personal innovativeness, attachment motivation, and subjective norm (SN) positively affect perceived enjoyment (PE) and user attitude (ATT) towards Facebook. PE is positively related to user ATT. Furthermore, users are willing to continuously use Facebook when SN, PE, and user ATT are high.     

Disclosures about important life events on Facebook: Relationships with stress and quality of life

The current study examined the relationship between general perceived levels of stress, quality of life, social networking usage, and disclosing important life events on Facebook in order to better understand the complex relationship between online disclosure and individual well-being. An online survey was completed by adult Facebook users aged 18–70. Results indicate that the more time spent on and the more social network memberships, the higher stress and lower quality of life; Facebook-specific usage was unrelated to either well-being variable. Together, these findings suggest that the current increase in social media variety and usage may be detrimental to user well-being. Users who shared important, bad health news on Facebook had higher stress and lower quality of life than those who did not, with no significant differences for sharing good health news. The more that users did not share important news on Facebook for self-protection and friend unresponsiveness reasons, the greater their stress. The self-protection reason was also negatively related to quality of life. These inconsistent findings can likely be partially explained by the nature of the information that is shared. These findings are discussed in light of disclosure and relationship patterns on social networks.     

Senior citizens on Facebook: How do they interact and why?

This study investigated why senior citizens use Facebook and how they participate in specific activities on Facebook in order to gratify their needs. An online survey of 352 senior citizens over 60 years old revealed four primary motivations for using Facebook: social bonding, social bridging, curiosity, and responding to family member requests. The analysis of the relationship between senior citizens' motivations and their participation in activities on Facebook indicates that social bonding is a major motivation for participating in most activities on Facebook. In addition, data reveal that using message-based interactivity features on Facebook (i.e., posting on other people's wall and Facebook chatting with others) leads to greater Facebook use. The findings of this study contribute to our understanding of senior citizens' Facebook use as an emerging communication tool.     

Is There Social Capital in a Social Network Site?: Facebook Use and College Students' Life Satisfaction,Trust, and Participation1

This study examines if Facebook, one of the most popular social network sites among college students in the U.S., is related to attitudes and behaviors that enhance individuals' social capital. Using data from a random web survey of college students across Texas (n = 2,603), we find positive relationships between intensity of Facebook use and students' life satisfaction, social trust, civic engagement, and political participation. While these findings should ease the concerns of those who fear that Facebook has mostly negative effects on young adults, the positive and significant associations between Facebook variables and social capital were small, suggesting that online social networks are not the most effective solution for youth disengagement from civic duty and democracy.     

Facebook and people's state self-esteem: The impact of the number of other users' Facebook friends

The present two experimental studies examined the extent to which upward and downward comparison processes on Facebook influence people's state self-esteem. Participants were exposed to mock-up Facebook profiles of female and male targets with many or few Facebook friends. Participant sex was also included in the experimental design. In Study 1, a 2 (number of Facebook friends) × 2 (profile owner sex) × 2 (participant sex) experimental design was employed. Unexpectedly, the manipulation had no significant impact on people's state self-esteem. In Study 2, it was examined whether there would be a curvilinear relationship between the number of other's Facebook friends and participant's self-esteem, in that exposure to others with many or few Facebook friends increases self-esteem compared to others with a moderate number of Facebook friends. Hence, Study 2 employed a 3 (number of Facebook friends) × 2 (profile owner sex) × 2 (participant sex) between-participants experimental design. However, there was neither a linear nor a curvilinear impact of the number of other's Facebook friends on participant's level of state self-esteem. Both studies also revealed that the effects were not more pronounced when participants were exposed to same-sex rather than other-sex Facebook profiles.     

Meeting ex-partners on Facebook: users' anxiety and severity of depression

The purpose of the present study was to explore participants' subsequent emotions and behaviour when they re-encountered their ex-partners on Facebook. A survey of 202 Facebook users aged 16–65 years was conducted using a 79-question online survey to examine users' emotion and behaviour (state anxiety, trait anxiety, and severity of depression) when their ex-partners reappeared on social networking sites (SNS), they received an invitation from an ex-partner to be friends on SNS, and when they saw pictures of ex-partners with current girlfriends or boyfriends. The results indicated that for people who accepted former partners' invitation to be Facebook friends, trait anxiety was more pronounced than for those who did not. Moreover, people who accepted former partners' invitations to become Facebook friends were much more depressed than those who did not. In addition, it is found that gender generates significant differences in the severity of depression. It is worth noting that when people met former partners on Facebook, men were much more depressed than women. However, the way in which participants broke up with ex-partners did not significantly affect their state anxiety, trait anxiety, or the severity of depression. Finally, the participants' cognition of and importance placed on their former relationship resulted in significant differences in trait anxiety. The current study adds to the growing body of literature investigating relationships among SNS users, becoming friends with ex-partners on Facebook, emotions, and behaviour.     

An exploration of psychological factors on emoticon usage and implications for judgement accuracy

Given the increasing use of online platforms, the current research comprised two studies examining links between personality and emoticon use: Study 1 explored the psychological factors associated with emoticon usage on different online platforms (N = 92), and Study 2 assessed the accuracy of a group of observers' personality judgements of Facebook users (N = 54). Participants in Study 1 comprised previously unacquainted dyads who each completed measures on their Big-5 personality, self-esteem, social anxiety, self-presentation, and self-reported usage of emoticons on email, text messages and Facebook. Participants provided Facebook data and interacted online with each other for 10-min. Trait analysis revealed that agreeableness was positively related to self-reported emoticon usage on Facebook, but not in texts or emails. In Study 2, observers viewed the Facebook stimuli and made personality assessments of the dyad members. Judgement accuracy was determined by correlating these assessments with targets' own self-reported personality. Analyses revealed the highest level of accuracy for extraversion and openness. Finally, positive correlations were found between objective usage of “happy” emoticons and observers' assessments of targets’ agreeableness, conscientiousness and openness. Taken together, findings indicate the importance of specific online behaviours in self-presentation, and their impact on judgement accuracy.     

Examining the relationship to gender and personality on the purpose of Facebook usage of Turkish university students

This study examined whether the purposes of Facebook usage is associated with gender and big five personalities in a sample of Turkish university students. Seven hundred and fifty one students filled in a set of questionnaires. While males use Facebook to express themselves, meet new people, and store and organize things more, females use Facebook for educational purposes. Agreeable and conscientious people use Facebook to maintain existing relationship more. It was concluded that gender and agreeableness, which is one of the personality types, are significant variables on the purposes of Facebook usage.     

Who uses Facebook? An investigation into the relationship between the Big Five, shyness, narcissism, loneliness, and Facebook usage

The unprecedented popularity of the social networking site Facebook raises a number of important questions regarding the impact it has on sociality. However, as Facebook is a very recent social phenomenon, there is a distinct lack of psychological theory relating to its use. While research has begun to identify the types of people who use Facebook, this line of investigation has been limited to student populations. The current study aimed to investigate how personality influences usage or non-usage of Facebook. The sample consisted of 1324 self-selected Australian Internet users (1158 Facebook users and 166 Facebook nonusers), between the ages of 18 and 44. Participants were required to complete an online questionnaire package comprising the Big Five Inventory (BFI), the Narcissistic Personality Inventory - 29-item version (NPI-29), the Revised Cheek and Buss Shyness Scale (RCBS), and the Social and Emotional Loneliness Scale for Adults - Short version (SELSA-S). Facebook users also completed a Facebook usage questionnaire. The results showed that Facebook users tend to be more extraverted and narcissistic, but less conscientious and socially lonely, than nonusers. Furthermore, frequency of Facebook use and preferences for specific features were also shown to vary as a result of certain characteristics, such as neuroticism, loneliness, shyness and narcissism. It is hoped that research in this area continues, and leads to the development of theory regarding the implications and gratifications of Facebook use.     

Twitter versus Facebook: Exploring the role of narcissism in the motives and usage of different social media platforms

The amount of research on social networking sites (SNS) and narcissism is accumulating quickly requiring greater levels of variable specification and more fine-tuned hypothesis testing to clearly determine the relationships among key variables. The current investigation examines two of the most popular SNS, Facebook and Twitter, formulating hypotheses around the specific features of each site within college and adult samples. Unlike previous research that has focused almost exclusively on SNS usage, we focused on active usage (i.e., SNS content generation) as opposed to passive usage (i.e., SNS consumption) and included reasons for usage as a potential black box in the narcissism to SNS usage relationship. Results suggest that the features of Twitter make tweeting the preferred means of active usage among narcissists in the college sample, but not the adult sample, who prefer Facebook. In fact, we found no significant direct or indirect relationship with active usage on Facebook for the college sample, calling into question popular press articles linking Millennial narcissism with Facebook use. Additionally platform differences (i.e., microblogging versus profile-based) may explain the importance of active usage on Twitter relative to Facebook. That is, with Twitter, narcissistic motives for usage all manifest through tweeting while Facebook provides other mechanisms to achieve narcissistic motives.     

Students' perceptions of Facebook for academic purposes

Facebook is the most popular Social Network Site (SNS) among college students. Despite the popularity and extensive use of Facebook by students, its use has not made significant inroads into classroom usage.In this study, we seek to examine why this is the case and whether it would be worthwhile for faculty to invest the time to integrate Facebook into their teaching. To this end, we decided to undertake a study with a sample of 214 undergraduate students at the University of Huelva (Spain). We applied the structural equation model specifically designed by Mazman and Usluel (2010) to identify the factors that may motivate these students to adopt and use social network tools, specifically Facebook, for educational purposes.According to our results, Social Influence is the most important factor in predicting the adoption of Facebook; students are influenced to adopt it to establish or maintain contact with other people with whom they share interests. Regarding the purposes of Facebook usage, Social Relations is perceived as the most important factor among all of the purposes collected. Our findings also revealed that the educational use of Facebook is explained directly by its purposes of usage and indirectly by its adoption.     

Learning and self-disclosure behavior on social networking sites: the case of Facebook users

This paper studies Facebook users’ learning-based attitude formation and the relationship between member attitude and self-disclosure. Through the theoretical lens of learning theories, we recognize the key antecedents to member attitude toward a social networking as stemming from classical conditioning, operant conditioning, and social learning-related factors. In addition, we explore the underlying process through which member attitude affects self-disclosure extent and theorize the mediating role of site usage rate on the relationship between attitude and self-disclosure extent. Analysis of 822 survey data results provides strong support for the role of learning theories in explaining Facebook members’ attitude development. The results also confirm a significant, partial mediating effect of site usage rate. A series of post-hoc analyses on gender difference further reveal that attitude formation mechanisms remain constant between male and female Facebook users; gender difference exists on the association between attitude and self-disclosure extent and the association between site usage rate and self-disclosure extent; and the mediating effect of site usage rate exists in male user group only. Our research, therefore, contributes to the literature on social networking sites, as well as providing behavioral analysis useful to the service providers of these sites.