Facebook® and academic performance

Paul A. Kirschner*, Aryn Karpinski

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    Abstract

    There is much talk of a change in modern youth – often referred to as digital natives or Homo Zappiens – with respect to their ability to simultaneously process multiple channels of information. In other words, kids today can multitask. Unfortunately for proponents of this position, there is much empirical documentation concerning the negative effects of attempting to simultaneously process different streams of information showing that such behavior leads to both increased study time to achieve learning parity and an increase in mistakes while processing information than those who are sequentially or serially processing that same information. This article presents the preliminary results of a descriptive and exploratory survey study involving Facebook use, often carried out simultaneously with other study activities, and its relation to academic performance as measured by self-reported Grade Point Average (GPA) and hours spent studying per week. Results show that Facebook® users reported having lower GPAs and spend fewer hours per week studying than nonusers.
    Original languageEnglish
    Pages (from-to)1237-1245
    Number of pages9
    JournalComputers in Human Behavior
    Volume26
    Issue number6
    Early online date17 Apr 2010
    DOIs
    Publication statusPublished - 4 Nov 2010

    Keywords

    • Facebook®
    • Multitasking
    • Academic performance
    • Social networking software
    • Grade point average

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