Can Informal Learning and Academic Engagement Mediate the Negative Impact of Social Networking on Academic Performance?

Autor/inn/en	Rostaminezhad, Mohammad Ali; Ayati, Mohsen; Zamaniyan, Mina
Titel	Can Informal Learning and Academic Engagement Mediate the Negative Impact of Social Networking on Academic Performance?
Quelle	In: Malaysian Online Journal of Educational Technology, 6 (2018) 4, S.13-28 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2289-2990
Schlagwörter	Informal Education; Learner Engagement; College Students; Social Media; Academic Achievement; Grade Point Average; Foreign Countries; Mass Media Use; Mass Media Effects; Iran + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Collegestudent; Soziale Medien; Schulleistung; Ausland; Mediennutzung
Abstract	College students are the prominent users of social networking sites. Some studies revealed negative effect of social networking on academic performance, so finding some variables which can mediate this negative effect is important. This descriptive-correlational study examined the mediating role of informal learning and engagement in relationship between social networking and academic performance. To this aim, 380 university students were selected using cluster sampling. Social Network Sites Usage, Student's Engagement in School Scale, perceived educational outcome of social networks and student self-reported GPA were used as instruments. Findings from path analysis revealed that the direct effect of social networking on academic performance and engagement was negative but its impact on informal learning was positive. Path analysis showed neither informal learning nor academic engagement can mediate negative effect of social networking on academic performance. (As Provided).
Anmerkungen	University of Malaya Faculty of Education. Kuala Lumpur 50603 Malaysia. e-mail: info@mojet.net; Web site: http://www.mojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01