Social Networking and Academic Performance: A Longitudinal Perspective

Autor/inn/en	Doleck, Tenzin; Lajoie, Susanne P.; Bazelais, Paul
Titel	Social Networking and Academic Performance: A Longitudinal Perspective
Quelle	In: Education and Information Technologies, 24 (2019) 2, S.1545-1561 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-018-9843-y
Schlagwörter	Social Networks; Academic Achievement; Longitudinal Studies; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	Social networking sites (SNS) arguably represent one of the most consequential technological developments in recent history. As SNS use has burgeoned in recent years, increasing academic research has acknowledged the importance of SNS in students' lives. The emerging field of SNS scholarship investigates an important issue in the academic domain, namely, the effects of SNS use on academic performance. The body of work that has sought to understand this relationship has resulted in findings and explanations that are far from conclusive, however; and the varied and inconsistent findings leave the question without definitive answers requiring further work. Critically, previous research has focused mainly, if not exclusively, on cross-sectional data, and has widely overlooked longitudinal investigations. The often-implicit assumption in prior research is that SNS use affects performance. To critique this dominant perspective requires longitudinal research. The current research furthers the body of knowledge on the topic by conducting a longitudinal study; thus, overcoming a vital shortcoming in extant research and helping provide a way to better understand the temporal association between SNS use and academic performance. The longitudinal findings suggest that there is no statistically significant relationship between SNS use and academic performance over time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01