Students’ self-presentation on Facebook: An examination of personality and self-construal factors

The present research seeks to extend existing theory on self-disclosure to the online arena in higher educational institutions and contribute to the knowledge base and understanding about the use of a popular social networking site (SNS), Facebook, by college students. We conducted a non-experimental study to investigate how university students (N = 463) use Facebook, and examined the roles that personality and culture play in disclosure of information in online SNS-based environments. Results showed that individuals do disclose differently online vs. in-person, and that both culture and personality matter. Specifically, it was found that collectivistic individuals low on extraversion and interacting in an online environment disclosed the least honest and the most audience-relevant information, as compared to others. Exploratory analyses also indicate that students use sites such as Facebook primarily to maintain existing personal relationships and selectively used privacy settings to control their self-presentation on SNSs. The findings of this study offer insight into understanding college students’ self-disclosure on SNS, add to the literature on personality and self-disclosure, and shape future directions for research and practice on online self-presentation.     

Problematic Facebook use and procrastination

In recent years, we can observe the increasing popularity of Facebook. The main aim of our study was to examine whether procrastination is associated with Facebook intrusion and intensity. The participants in the study were 954 Facebook users aged between 18 and 58 years. We used the Facebook Intrusion Questionnaire, the Facebook Intensity Scale, the General Procrastination Scale, and the Decisional Procrastination Scale. Our results indicate that general and decisional procrastination are significant predictors of Facebook intrusion and intensity. Also, females and young participants use Facebook more intensely and are more likely to become addicted to Facebook.     

Well-being and problematic Facebook use

Social networking sites are getting more widespread online communication forms all over the world. Especially adolescents and emerging adults use these sites to make connection, and share something. Although, Facebook is one of the most popular sites, research is still in nascent phase on the excessive use of Facebook. Hence, it is fundamental to determine potential predictors of overuse of Facebook. The present study investigated the relationship between well-being and problematic Facebook use. Participants were 311 university students [179_(58%) female, 132_(42%) male, M_age = 20.86 years, SD = 1.61] who completed the questionnaire packet including the Bergen Facebook Addiction Scale (Andreassen, Torsheim, Brunborg, & Pallesen, 2012), the Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985), the Subjective Vitality Scale (Ryan & Frederick, 1997), the Flourishing Scale (Diener et al., 2010), and the Subjective Happiness Scale (Lyubomirsky & Lepper, 1999). A stepwise regression analyses was used with four independent variables (life satisfaction, subjective vitality, flourishing, and subjective happiness) to explain variance in problematic Facebook use. The results showed that life satisfaction, subjective vitality, flourishing, and subjective happiness were significant negative predictors of problematic Facebook use. The significance and limitations of the results are discussed.     

Inequalities in Facebook use

While research has examined digital inequalities in general Internet use, little research has examined inequalities in social networking website use. This study extends previous research by examining how Facebook use is related to student background characteristics. Analyses were conducted to assess differences in time spent and activities performed on Facebook using a large sample (N = 2359) of college students. Results showed that women were more likely to use Facebook for communication, African Americans were less likely to use Facebook to check up on their friends, and students from lower socioeconomic levels were less likely to use Facebook for communication and sharing. Implications for education, communication, and student outcomes are presented.     

Advancing racism with Facebook: Frequency and purpose of Facebook use and the acceptance of prejudiced and egalitarian messages

The present study examined the relationship between frequency of Facebook use and attitude toward negative racial messages that are presented via Facebook. White participants completed a measure of Facebook use and then read one of three persuasive messages regarding race: an egalitarian message, a negative message with a superiority focus, or a negative message with a victim focus. Participants indicated their attitude toward the message and their Facebook-related behavioral intentions. Results showed that frequency of Facebook use related positively to message acceptance, particularly messages with overt racist content. Facebook users who were motivated by information seeking needs discriminated the most between messages, accepting an egalitarian message and rejecting messages with racist content.     

Comparing actual and self-reported measures of Facebook use

Numerous studies exist examining how college students use Facebook and how this affects aspects of their college experience; however, all of these studies have relied on self-report measures of Facebook use. Research in other areas of human behavior has shown that self-report measures are substantially inaccurate when compared to actual behaviors. This study provides the first test of the criterion validity of measures of Facebook frequency by comparing self-reported time spent on the site and number of logins against actual usage as measured by computer monitoring software. A sample of 45 college students installed software that monitored their computer usage for 1 month. There was a strong positive correlation between self-reported and actual time spent on Facebook; however, there was a significant discrepancy between the two. Students spent an average of 26 min (SD = 30) per day on Facebook, significantly lower than the average of 145 (SD = 111) minutes per day obtained through self-report. There was a moderate relationship between number of logins and actual time spent on Facebook. Although there are some limitations of monitoring computer usage, researchers are encouraged to attempt to relate their self-report measures to actual behaviors in order to improve external validity.     

Loneliness,anxiousness, and substance use as predictors of Facebook use

This study investigates the relationships between loneliness, anxiousness, alcohol, and marijuana use in the prediction of freshman college students’ connections with others on the social network site Facebook as well as their emotional connectedness to Facebook. A survey of 229 respondents was conducted at a mid-sized public university to examine these relationships. Respondents were currently living in university dormitories and had an active Facebook account. The study examined the aforementioned predictor variables in relation to Facebook connections strategies and emotional connectedness to Facebook. Results showed that anxiousness, alcohol use, and marijuana use predicted emotional attachment to Facebook. Additionally, loneliness and anxiousness, but not alcohol or marijuana use, predicted individuals’ connections with others using Facebook. The current study adds to the growing body of literature investigating predictors of why individuals become emotionally attached to Facebook and the precursors to connecting with others on Facebook.     

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.     

Motives for Facebook use and expressing “true self” on the Internet

A survey on 143 university students was conducted to examine what motives young adults have for Facebook use, which of those motives were endorsed more than the others, and how those motives were related to the tendency of expressing one’s “true self” through Facebook use. According to the results, primary motive for Facebook use was to maintain long-distance relationships. This motive was followed by game-playing/entertainment, active forms of photo-related activities, organizing social activities, passive observations, establishing new friendships, and initiating and/or terminating romantic relationships. Another interesting result was that individuals’ tendency for expressing one’s true self on the Net had an influence on their Facebook use motives: The ones with high tendency to express their true self on the Internet reported to use Facebook for establishing new friendships and for initiating/terminating romantic relationships more than the individuals’ with low and medium levels of the same tendency did.     

Personality and motivations associated with Facebook use

Facebook is quickly becoming one of the most popular tools for social communication. However, Facebook is somewhat different from other Social Networking Sites as it demonstrates an offline-to-online trend; that is, the majority of Facebook Friends are met offline and then added later. The present research investigated how the Five-Factor Model of personality relates to Facebook use. Despite some expected trends regarding Extraversion and Openness to Experience, results indicated that personality factors were not as influential as previous literature would suggest. The results also indicated that a motivation to communicate was influential in terms of Facebook use. It is suggested that different motivations may be influential in the decision to use tools such as Facebook, especially when individual functions of Facebook are being considered.     

How lonely people use and perceive Facebook

This study examined the relationship between loneliness and various aspects of Facebook use including use activity, self-disclosure, attitudes, and satisfaction. Data were collected through an online survey among adult Facebook users (N = 536). Results revealed that loneliness was associated with a fewer number of Facebook friends and a less overlapping between Facebook and offline friends. Loneliness was inversely related to communicating activities but not significantly to presenting activities. Also, lonely people tended to engage in positive self-disclosure less but negative self-disclosure more. Although lonely people viewed Facebook as more useful for self-disclosure and social connection, their satisfaction of Facebook use was lower than their counterparts.     

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.     

Individuals’ personal network characteristics and patterns of Facebook use: A social network approach

Using the theoretical framework of ego-centric networks, this study examines the associations between the characteristics of both Facebook-specific and pre-existing personal networks and patterns of Facebook use. With data from an ego-network survey of college students, the study discovered that various dimensions of Facebook-specific network characteristics, such as multiplexity, proximity, density, and heterogeneity in race, were positively associated with usage patterns, including time spent on Facebook, posting messages, posting photos, and lurking. In contrast, network characteristics of pre-existing relationships, such as density and heterogeneity in race, were negatively associated with Facebook usage patterns. Theoretical implications and limitations were discussed.     

Facebook: Social uses and anxiety

Research has shown inconsistent relationships between social anxiety and time spent on Facebook, possibly because Facebook’s many activities vary in degree of social interactivity. We examined the relationships between social anxiety, anxiety on Facebook, and social Facebook use. A multiple regression predicting social Facebook use revealed an interaction. Participants with high anxiety on Facebook and high social anxiety reported more frequent social Facebook use than those with high anxiety on Facebook and low social anxiety. A second multiple regression predicting social anxiety showed a suppression effect, indicating that social Facebook use predicts social anxiety only once anxiety on Facebook has been accounted for. These findings suggest that anxiety on Facebook clarifies the relationship between social anxiety and social Facebook use.     

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.     

Facebook bullying: An extension of battles in school

This study examines the phenomenon of cyberbullying on Facebook and how it is related to school bullying among secondary school students in Singapore, aged 13–17. We also focus on generic use of Facebook and risky Facebook behaviors as the predictors of cyberbullying and victimization on Facebook. 1676 secondary students, from two secondary schools, participated in a pen and paper survey. The findings show that the intensity of Facebook use and engagement in risky Facebook behaviors were related to Facebook victimization and Facebook bullying, respectively. Moderately strong positive relationships between school bullying and Facebook bullying, as well as between school victimization and Facebook victimization, were also uncovered.     

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.     

Sources and nature of secondary school teachers’ education in computer-related ergonomics

Teachers’ knowledge of computer-related ergonomics in education will have an effect on the learning process and the work practices of their students. However little is known about teacher education in this area. The study aimed to investigate the sources and nature of secondary school teachers’ education about computer-related ergonomics. It also investigated the use of computers by secondary school children. The study included all secondary schools in the Republic of Ireland. The findings suggest that computers are widely available and are used frequently by students and teachers. However, there is evidence that teachers are not receiving information on computer-related ergonomics. Teachers were generally dissatisfied with this and would welcome information on the subject. The study discusses the implications of the findings and makes recommendations to meet the needs of the teachers.     

Facebook as a toolkit: A uses and gratification approach to unbundling feature use

Research on social network sites (SNSs) typically employ measures that treat SNS use as homogenous although the user-base, user practices, and feature sets of these tools are increasingly diverse. Using a uses and gratifications approach, we address this problem by reconceptualizing SNSs as collections of features. Survey data collected from undergraduate students at a large Midwestern university (n = 267) revealed that users’ motivations for using Facebook predict their use of different features, such as status updates and Wall posts, but features that share similar capabilities do not necessarily share underlying motivations for use. When these results are contrasted against models employing a more unidimensional measure of Facebook use, we find differences between motivations for both general Facebook use and use of specific features of the site. This suggests that unidimensional measures of SNS use obfuscate motivations for using specific features. Theoretical and methodological implications of these findings and this approach are discussed.     

The effects of personality traits,self-esteem,loneliness, and narcissism on Facebook use among university students

This study examined the relationship between three of the “Big Five” traits (neuroticism, extraversion, and openness), self-esteem, loneliness and narcissism, and Facebook use. Participants were 393 first year undergraduate psychology students from a medium-sized Australian university who completed an online questionnaire. Negative binomial regression models showed that students with higher openness levels reported spending more time on Facebook and having more friends on Facebook. Interestingly, students with higher levels of loneliness reported having more Facebook friends. Extraversion, neuroticism, self-esteem and narcissism did not have significant associations with Facebook use. It was concluded that students who are high in openness use Facebook to connect with others in order to discuss a wide range of interests, whereas students who are high in loneliness use the site to compensate for their lack of offline relationships.