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Facebook and other Internet use and ...

O'Brien, Shannon J.

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Facebook and other Internet use and the academic performance of college students.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Facebook and other Internet use and the academic performance of college students./
作者:	O'Brien, Shannon J.
面頁冊數:	162 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
Contained By:	Dissertation Abstracts International72-08A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3457926
ISBN:	9781124690643

Facebook and other Internet use and the academic performance of college students.
O'Brien, Shannon J.

Facebook and other Internet use and the academic performance of college students. - 162 p.

Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .

Thesis (Ph.D.)--Temple University, 2011.

This study explored college students' use of the Internet and Facebook as well as whether usage patterns, and perceptions about the academic effects of use, relate to time spent studying and/or academic performance. One hundred sixty undergraduate students completed an online survey designed to measure the frequency, duration, intensity, and academic impact of their Internet and Facebook use. Results indicate that students devote a significant amount of time to both academic (M = 1.82 hrs per day) and recreational (M = 2.50 hrs per day) Internet activities, and that Facebook users (n = 153, 96% of the sample) spend an average of two hours per day on the site, accounting for almost half of total time spent on the Internet and approximately 80% of recreational use. Results also show that spending more time on the Internet for academic purposes, waiting longer to check Facebook when studying or doing schoolwork, and spending less time on the Internet for fun, are all significant predictors for spending more time on academics. Despite these findings, a regression analysis revealed no significant relationship between Internet and Facebook usage patterns and academic performance.

ISBN: 9781124690643Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Facebook and other Internet use and the academic performance of college students.
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500 $a Source: Dissertation Abstracts International, Volume: 72-08, Section: A, page: .
500 $a Adviser: Joseph DuCette.
502 $a Thesis (Ph.D.)--Temple University, 2011.
520 $a This study explored college students' use of the Internet and Facebook as well as whether usage patterns, and perceptions about the academic effects of use, relate to time spent studying and/or academic performance. One hundred sixty undergraduate students completed an online survey designed to measure the frequency, duration, intensity, and academic impact of their Internet and Facebook use. Results indicate that students devote a significant amount of time to both academic (M = 1.82 hrs per day) and recreational (M = 2.50 hrs per day) Internet activities, and that Facebook users (n = 153, 96% of the sample) spend an average of two hours per day on the site, accounting for almost half of total time spent on the Internet and approximately 80% of recreational use. Results also show that spending more time on the Internet for academic purposes, waiting longer to check Facebook when studying or doing schoolwork, and spending less time on the Internet for fun, are all significant predictors for spending more time on academics. Despite these findings, a regression analysis revealed no significant relationship between Internet and Facebook usage patterns and academic performance.
520 $a While cumulative grade point average seemed to be unaffected by use of Facebook and other recreational Internet sites, students' survey responses indicate that online behaviors do impact the learning process. A majority of students believe online activities distract them from studying, lead to procrastination, and displace time that would have otherwise been spent on academics. Students also reported that they go on Facebook and other recreational Internet sites while they are in class and that their access to university computers has been negatively impacted by other students' use of Facebook. Although a majority of students believe they can control their Facebook and other Internet use so that it does not interfere with academics, a modest number of students reported that they are not able to control their online activities. More research is needed to determine whether Internet related interventions would help college students improve their ability to regulate online behavior and limit potentially nonproductive or excessive Internet use.
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