Negative Facebook effects on lower achievers hold for both university-study and non-study uses across the least difficult learning levels¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Relative time spent on a range of reasons for using Facebook, whether university study related or not, has negative implications for lower academic achievers across the least difficult learning levels. → James Wakefield & Jessica K. Frawley 2020

Evidence¶

James Wakefield & Jessica K. Frawley 2020¶

James Wakefield & Jessica K. Frawley. (2020). How does students’ general academic achievement moderate the implications of social networking on specific levels of learning performance? Computers & Education. https://www.sciencedirect.com/science/article/pii/S0360131519302477?via%3Dihub

q2 · i? · associational · r2

Regressions proxying reason-specific Facebook time by multiplying daily Facebook minutes by Likert extent/likelihood ratings. Study-related uses (e.g. "Ask a classmate for help in the class") showed significant negative coefficients for low WAM students (e.g. "–0.181***").

"The relative time spent on a range of reasons for using Facebook has clear implications on student performance, for lower academic achievers, regardless of whether these uses are university study or non -study related ."

Discussion¶

Related Claims¶

• Facebook use shows little effect on performance at more difficult learning levels (application, analysis, evaluation) — related
• Lower academic achievers (low WAM) drive the negative Facebook effect, with significant negative coefficients on the least difficult exam sections — possibly the same claim (merge candidate)
• Greater Facebook use is associated with significantly lower performance on the least difficult levels of learning (understanding and application) in introductory accounting — a narrower finding that bears on this claim
• Facebook-use effects on general academic achievement (WAM) are insignificant, indicating findings are unique to the introductory accounting context — related
• Time spent on LinkedIn, Snapchat and Twitter has virtually no significant impact on student performance at any learning level — related