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A Panel Study on the Effects of Social Media Use and Internet Connectedness on Academic Performance and Social Support

A Panel Study on the Effects of Social Media Use and Internet Connectedness on Academic Performance and Social Support

Louis Leung
Copyright: © 2018 |Pages: 16
ISBN13: 9781522525844|ISBN10: 152252584X|EISBN13: 9781522525851
DOI: 10.4018/978-1-5225-2584-4.ch039
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MLA

Leung, Louis. "A Panel Study on the Effects of Social Media Use and Internet Connectedness on Academic Performance and Social Support." Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 778-793. https://doi.org/10.4018/978-1-5225-2584-4.ch039

APA

Leung, L. (2018). A Panel Study on the Effects of Social Media Use and Internet Connectedness on Academic Performance and Social Support. In I. Management Association (Ed.), Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications (pp. 778-793). IGI Global. https://doi.org/10.4018/978-1-5225-2584-4.ch039

Chicago

Leung, Louis. "A Panel Study on the Effects of Social Media Use and Internet Connectedness on Academic Performance and Social Support." In Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 778-793. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2584-4.ch039

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Abstract

Using a longitudinal panel study approach, this research examined the effects of social media use and internet connectedness on academic performance and on perceived social support. Results showed that, after controlling demographics and overall grades at Time 1, individual-level change in overall grades over the year that followed was attributable to Facebook, blogs, and online game use but not to internet connectedness. Results suggest that heavy Facebook use has a positive effect on overall grades, while heavy use of blogs and online games leads to grade impairment. In the case of academic competence and perceived social support, individual-level change over the year that followed was only attributable to Facebook use. Implications, limitations, and directions for future research are discussed.

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