Online social networking has become an integral part of the lives of America's teenagers with 73% of teens reporting that they use a social networking site such as Facebook daily (Lenhart, Purcell, Smith, & Zickuhr, 2010). Some recent studies have shown a negative relationship between Facebook use and academic achievement (Karpinski & Duberstein, 2009), while other studies have shown no relationship between Facebook use and academic achievement (Pasek, More, & Hargittaai, 2009). Thus, parents, teachers, and administrators remain uncertain of the effects, if any, of students using Facebook.
This study examined Facebook usage and academic achievement of high school students at Dollarway High School. 72 students completed two surveys—the Facebook Intensity Scale (FBI) and ENGAGE for grades 10 to 12. The FBI measures the amount of time a student spends on Facebook, the extent of a student's participation on Facebook, a student's emotional connection to Facebook, and a student's integration of Facebook into his/her daily life. ENGAGE measures 10 psychosocial behaviors that affect academic achievement of students including academic discipline, academic self-confidence, commitment to college, communication skills, general determination, goal striving, social activity, social connection, steadiness, and study skills. Students' GPA information was also collected.
Results of the study showed a negative relationship between intensity of Facebook use and GPA, a negative relationship between intensity of Facebook use and goal striving, and a negative relationship between intensity of Facebook use and steadiness. These findings indicate that a negative relationship does exist among Facebook use and academic achievement for some populations. More research is needed to determine why these negative relationships exist in some populations and not in others.
|Commitee:||Colen, Charles, Goodale, Monica|
|School Location:||United States -- California|
|Source:||DAI-A 74/02(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Educational technology|
|Keywords:||Academic achievement, Facebook, High school, Online social networking, Psychosocial behaviors, Social capital|
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