Welcome to the InfoSci Platform
Facebook Use, Personality Characteristics and Academic Performance: A Case Study

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

Georgia Sapsani, Nikolaos Tselios
Copyright: © 2019 |Volume: 14 |Issue: 2 |Pages: 14
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781522564034|DOI: 10.4018/IJWLTT.2019040101
Cite Article Cite Article

MLA

Sapsani, Georgia, and Nikolaos Tselios. "Facebook Use, Personality Characteristics and Academic Performance: A Case Study." IJWLTT vol.14, no.2 2019: pp.1-14. http://doi.org/10.4018/IJWLTT.2019040101

APA

Sapsani, G. & Tselios, N. (2019). Facebook Use, Personality Characteristics and Academic Performance: A Case Study. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 14(2), 1-14. http://doi.org/10.4018/IJWLTT.2019040101

Chicago

Sapsani, Georgia, and Nikolaos Tselios. "Facebook Use, Personality Characteristics and Academic Performance: A Case Study," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 14, no.2: 1-14. http://doi.org/10.4018/IJWLTT.2019040101

Export Reference

Mendeley
Favorite Full-Issue Download

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.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.