Facebook Use, Personality Characteristics and Academic Performance: A Case Study

Georgia Sapsani and Nikolaos Tselios
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Georgia Sapsani: University of Patras, Patras, Greece
Nikolaos Tselios: Department of Educational Sciences and Early Childhood Education, University of Patras, Patras, Greece

International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 2019, vol. 14, issue 2, 1-14

Abstract: The present article examines the relationship between student personality, use of social media and their academic performance and engagement. Specifically, this article examines the relationship of students' Facebook (FB) use and personality characteristics using the Big Five Personality Test. This is focused on (a) student engagement; (b) time spent preparing for class; (c) time spent in co-curricular activities; and (d) academic performance. 204 higher education students participated in the study. Results illustrate that FB time was significantly positively correlated to student engagement and time spent preparing for class. Sharing links activity was positively correlated with student engagement and playing FB games with time spent preparing for class. However, sending private messages and status updates were significantly negatively correlated with student engagement and time spent preparing for class. Also, viewing videos was negatively correlated with time spent in co-curricular activities. Chatting on FB and viewing photos found to be the most popular activities. Moreover, students' extraversion, conscientiousness, openness to experience were positively correlated to student engagement. In addition, extraversion had a positive relationship with time spent in co-curricular activities, although agreeableness had a negative relationship. Implications of the study for the instructors and the students are also discussed.

Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:igg:jwltt0:v:14:y:2019:i:2:p:1-14

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International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) is currently edited by Mahesh S. Raisinghani

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