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Is facebook involvement associated with academic engagement among Filipino university students? A cross-sectional study
ARTICLE

, Department of Special Education and Counselling, Hong Kong ; , Division of Learning, Development, and Diversity, Hong Kong ; , Division of Information of Information Technology Studies, Hong Kong ; , Division of Information Technology Studies, Hong Kong

Computers & Education Volume 125, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The use of Facebook among university students is a controversial issue in the literature as studies point to both positive and negative impacts of this social networking platform. However, little is known about how students’ personal Facebook use may relate to specific domains of academic engagement. In this study, the association of Facebook intensity dimensions (i.e., persistence, boredom, overuse and self-expression) with domains of academic engagement (i.e., agentic, behavioural, cognitive and emotional engagement) was assessed among 700 Filipino undergraduate students (nfemale = 402 female and nmale = 298 male; Mage = 19.80, SDage = 4.26). The results of hierarchical regression analyses showed that self-expression positively predicted agentic engagement even after controlling for relevant demographic covariates such as age, gender and year level. Boredom positively predicted behavioural engagement, while overuse negatively predicted behavioural engagement. The results provide interesting insights into the adaptive and maladaptive aspects of Facebook involvement in the academic context.

Citation

Datu, J.A.D., Yang, W., Valdez, J.P.M. & Chu, S.K.W. (2018). Is facebook involvement associated with academic engagement among Filipino university students? A cross-sectional study. Computers & Education, 125(1), 246-253. Elsevier Ltd. Retrieved November 13, 2019 from .

This record was imported from Computers & Education on January 31, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2018.06.010

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