Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance. Junco, R. Computers in Human Behavior, 28(1):187–198, January, 2012. ![Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance [link]](https://bibbase.org/img/filetypes/link.svg "link")
Paper doi abstract bibtex 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.
@article{junco_too_2012,
title = {Too much face and not enough books: {The} relationship between multiple indices of {Facebook} use and academic performance},
volume = {28},
issn = {0747-5632},
shorttitle = {Too much face and not enough books},
url = {http://www.sciencedirect.com/science/article/pii/S0747563211001932},
doi = {10.1016/j.chb.2011.08.026},
abstract = {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.},
number = {1},
urldate = {2014-04-21},
journal = {Computers in Human Behavior},
author = {Junco, Reynol},
month = jan,
year = {2012},
keywords = {Academic performance, Facebook, Grade point average, Hierarchical linear regression, Student engagement},
pages = {187--198},
}
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