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Cited by 154Impact of Technology on AdolescentsCyberloafing and Workplace BehaviorFlow Experience in Various Fields

Impact of Facebook Usage on Students’ Academic Achievement: Roles of Self-Regulation and Trust

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Rouis, Sana, Limayem, Moez, Salehi-Sangari, Esmail·2017·Electronic Journal of Research in Education Psychology
DOI 10.25115/ejrep.v9i25.1465
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Abstract

Introduction. This paper provides a preliminary analysis of the effects of Facebook usage by undergraduate students at Luleå University of Technology in Sweden. The proposed research model tests the perceived effect of personality traits, self-regulation, and trust on students’ achievements. On the basis of flow theory, the model suggests negative mediating effects of the use of and cognitive absorption on Facebook; it leads to a decrease in students’ academic performance but a positive effect on satisfaction with life that limits the undesirable effect.Method. Data from paper-and-pencil surveys with 239 undergraduate students from Luleå University of Technology were used to test the model. SmartPLS software was employed to test the proposed structural equation model.Results. The results indicate that extensive use of Facebook by students with extraverted personalities leads to poor academic performance. However, students who are more self-regulated control their presence on these platforms more effectively. Trust in people does not influence their presence and interaction on the platform. Students’ cognitive absorption with Facebook is regulated only by their self-control and personality traits, which determine how much time they spend on Facebook. Multitasking skills moderate the effect of cognitive absorption on academic achievement, but they do not impede the time spent, frequency, or nature of use or their effect on academic results. Although students’ satisfaction with life significantly declines due to cognitive immersion with Facebook, it does not play a role for students’ academic achievement. However, their performance goal orientation is a crucial determinant of university accomplishments, which would limit the critical effect of their presence on the Facebook platform.Discussion and Conclusion. The results partly support prior conclusions about the personality traits that determine presence on Facebook. Trust does not impede Facebook usage but determines use of the Internet. Self-regulation and performance goal orientations characterize students who are more in control of their social activity, which in turn limits the apparent negative effect on their academic performance. These results should help students understand the consequences of their extensive usage of Facebook and better manage their social activities on this platform.

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  • The prevalence of Facebook addiction in this study (67.2%) was higher than in previous studies.

    “This finding appeared higher than in the previous studies [13, 31–33].”

    From Facebook addiction and affected academic performance among Ethiopian university students: A cross-sectional study (2023) · cites this paper as [13]

    The Introduction discusses time spent on Facebook and its possible effects on academic performance, while the Facebook use section examines usage and immersion. Neither reports a Facebook-addiction prevalence or a figure comparable with 67.2%; searches for addiction prevalence and comparisons with previous studies found no such passage in our copy. (LLM, conf=0.73)

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Research works printed but not linked: 10

  1. Agarwal, R. and Karahanna, E. (2000). Time flies when you're having fun: Cognitive absorption and beliefs about information technology usage. Management Information System Quarterly (MISQ), 24(4), 665-694.
  2. Blickle, G. (1996). Personality traits, learning strategies, and performances. European Journal of Personality, 10, 337-352.
  3. De Raad, B., & Schouwenburg, H.C. (1996). Personality in learning and education: a review. European Journal of Personality 10, 303-336.
  4. Erez, M., (2005). Goal-setting, goal-orientation. In N. Nicholson, P. Audia, & M. Pillutla Eds.). Blackwell Encyclopedic Dictionary of Organizational Behavior, 2nd Ed. (pp 138- 141). Oxford, UK: Blackwell.
  5. Karpinski, A.C. & Duberstein, A. (2009). A description of Facebook use and academic performance among undergraduate and graduate students. American Educational Research Association (AERA) Conference, San Diego, 13-17 April.
  6. Robbins, S. P., & Judge, T. A. (2011). Organizational behavior, 14 th Ed. Upper Saddle River, NJ: Pearson/Prentice Hall.
  7. Roebken, H. (2007). The influence of goal orientation on student satisfaction academic engagement and achievement, Electronic Journal of Research in Educational Psychology, 5 (3), 1696-2095
  8. Valle, A., Rodríguez, S., Cabanch, R.G., Núnez, J.C., González-Pienda, J.A. and Rosario, & P. (2009). Academic goals: Historical and conceptual perspectives and educational implications. Electronic Journal of Research in Educational Psychology, 7(3), 1073- 1106.
  9. Was, C. (2006). Academic achievement goal orientation: Taking another look. Electronic Journal of Research in Educational Psychology, 4(3), 1696-2095.
  10. Yoon, S.J. (2002). The antecedents and consequences of trust in on-line purchase decisions. Journal of Interactive Marketing, 12(2), 47-63.

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Authors
Rouis, S., Limayem, M., & Salehi-Sangari, E.
Affiliations
  • Luleå University of Technology (SE)
  • University of Arkansas at Fayetteville (US)
ORCID
Rouis, Sana
Venue
Electronic Journal of Research in Education Psychology
Publisher
Editorial Universidad de Almeria
Published
2017-11-21
Volume
9
Issue
25
Pages
961-994
ISSN
1696-2095 (ISSN-L)
DOI
10.25115/ejrep.v9i25.1465
OpenAlex
W2145061168
Cited by
154
References
94
Citations by year
2026: 1 · 2025: 4 · 2024: 2 · 2023: 7 · 2022: 9 · 2021: 10 · 2020: 12 · 2019: 17 · 2018: 13 · 2017: 18 · 2016: 15 · 2015: 15 · 2014: 15 · 2013: 12 · 2012: 3
FWCI
42.01
Type
journal article
Language
en
Open access
Locations
  • Electronic Journal of Research in Educational Psychology (publishedVersion)
  • KTH Publication Database DiVA (KTH Royal Institute of Technology) (submittedVersion, other-oa)
  • Diva portal (Dalarna University Library) (submittedVersion, other-oa)
  • LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, other-oa)
  • Repositorio de Patentes de la Universidad de Almería (Universidad de Almería) (submittedVersion, other-oa)
Topics
  • Social Sciences › Sociology and Political Science › Impact of Technology on Adolescents
  • Social Sciences › Demography › Cyberloafing and Workplace Behavior
  • Social Sciences › Psychology › Developmental and Educational Psychology › Flow Experience in Various Fields
Keywords
Facebook use, academic performance, self-regulation, trust, personality traits, extraversion, flow theory, cognitive absorption, performance goal orientation, life satisfaction, multitasking, university students, social media use

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