Is facebook involvement associated with academic engagement among Filipino university students? A cross-sectional study

Abstract The use of Facebook among university students is a controversial issue in the literature as studies point to both positive and negative impacts of this social networking platform. However, little is known about how students’ personal Facebook use may relate to specific domains of academic engagement. In this study, the association of Facebook intensity dimensions (i.e., persistence, boredom, overuse and self-expression) with domains of academic engagement (i.e., agentic, behavioural, cognitive and emotional engagement) was assessed among 700 Filipino undergraduate students (n female  = 402 female and n male  = 298 male; M age  = 19.80, SD age  = 4.26). The results of hierarchical regression analyses showed that self-expression positively predicted agentic engagement even after controlling for relevant demographic covariates such as age, gender and year level. Boredom positively predicted behavioural engagement, while overuse negatively predicted behavioural engagement. The results provide interesting insights into the adaptive and maladaptive aspects of Facebook involvement in the academic context.

[1]  Gábor Orosz,et al.  Four facets of Facebook Intensity - The development of the Multidimensional Facebook Intensity Scale , 2016 .

[2]  Greg Heiberger,et al.  Have You Facebooked Astin Lately? Using Technology to Increase Student Involvement , 2008 .

[3]  J. Reeve,et al.  Agency as a fourth aspect of students engagement during learning activities , 2011 .

[4]  Jennifer A. Fredricks,et al.  School Engagement: Potential of the Concept, State of the Evidence , 2004 .

[5]  T. Kindermann,et al.  A Motivational Perspective on Engagement and Disaffection , 2009 .

[6]  Christopher P. Niemiec,et al.  Autonomy, competence, and relatedness in the classroom , 2009 .

[7]  E. Skinner,et al.  Sense of Relatedness as a Factor in Children's Academic Engagement and Performance. , 2003 .

[8]  Debra Rickwood,et al.  A systematic review of the mental health outcomes associated with Facebook use , 2017, Comput. Hum. Behav..

[9]  G. Ladd,et al.  Continuity and Change in Early School Engagement: Predictive of Children's Achievement Trajectories from First to Eighth Grade? , 2009, Journal of educational psychology.

[10]  B. Skiera,et al.  Social Media and Academic Performance: Does The Intensity of Facebook Activity Relate to Good Grades? , 2015 .

[11]  Kosuke Takemura,et al.  Self‐expression and relationship formation in high relational mobility environments: A study of dual users of American and Japanese social networking sites , 2017, International journal of psychology : Journal international de psychologie.

[12]  Cliff Lampe,et al.  Connection strategies: Social capital implications of Facebook-enabled communication practices , 2011, New Media Soc..

[13]  Ernest T. Pascarella,et al.  How College Affects Students: A Third Decade of Research. Volume 2. , 2005 .

[14]  Ronnel B. King,et al.  The academic rewards of socially-oriented happiness: Interdependent happiness promotes academic engagement. , 2017, Journal of school psychology.

[15]  Paul A. Kirschner,et al.  Facebook® and academic performance , 2010, Comput. Hum. Behav..

[16]  Gilles E. Gignac,et al.  Effect size guidelines for individual differences researchers , 2016 .

[17]  Semiral Öncü.  Facebook habits among adolescents , 2016 .

[18]  Reynol Junco,et al.  Too much face and not enough books: The relationship between multiple indices of Facebook use and academic performance , 2012, Comput. Hum. Behav..

[19]  J. Reeve.  How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. , 2013 .

[20]  Craig K. Enders,et al.  Applied Missing Data Analysis , 2010 .

[21]  Katja Kosir,et al.  Does being on Facebook make me (feel) accepted in the classroom? The relationships between early adolescents' Facebook usage, classroom peer acceptance and self-concept , 2016, Comput. Hum. Behav..

[22]  Kerk F. Kee,et al.  Is There Social Capital in a Social Network Site?: Facebook Use and College Students’ Life Satisfaction, Trust, and Participation 1 , 2009 .

[23]  Weipeng Yang,et al.  Psychometric Validity and Gender Invariance of the Academic Buoyancy Scale in the Philippines: A Construct Validation Approach , 2018 .

[24]  Lynley H. Anderman.  Classroom goal orientation, school belonging and social goals as predictors of students' positive and negative affect following the transition to middle school. , 1999 .

[25]  J. Connell,et al.  Competence, autonomy, and relatedness: A motivational analysis of self-system processes. , 1991 .

[26]  Aryn M. Dotterer,et al.  Classroom Context, School Engagement, and Academic Achievement in Early Adolescence , 2011, Journal of youth and adolescence.

[27]  Craig K. Enders,et al.  An introduction to modern missing data analyses. , 2010, Journal of school psychology.

[28]  Cliff Lampe,et al.  The Benefits of Facebook "Friends: " Social Capital and College Students' Use of Online Social Network Sites , 2007, J. Comput. Mediat. Commun..

[29]  Jesus Alfonso D. Datu,et al.  Development and validation of the Triarchic Model of Grit Scale (TMGS): Evidence from Filipino undergraduate students , 2017 .

[30]  Gail A. Cole-Avent,et al.  An introduction to technologies commonly used by college students , 2008 .

[31]  J. Meek,et al.  Facebook, social integration and informal learning at university: ‘It is more for socialising and talking to friends about work than for actually doing work’ , 2009 .

[32]  Minas Michikyan,et al.  Facebook use and academic performance among college students: A mixed-methods study with a multi-ethnic sample , 2015, Comput. Hum. Behav..

[33]  Golan Shahar,et al.  Cultural Equivalence and Cultural Variance in Longitudinal Associations of Young Adolescent Self-Definition and Interpersonal Relatedness to Psychological and School Adjustment , 2004 .

[34]  E. Deci,et al.  Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. , 2010 .

[35]  Reynol Junco,et al.  The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement , 2012, Comput. Educ..

[36]  Dragan Lambić,et al.  Correlation between Facebook use for educational purposes and academic performance of students , 2016, Comput. Hum. Behav..