The Context of College Students’ Facebook Use and Academic Performance: An Empirical Study

The effects of Facebook on academic performance have attracted both public and scholarly attention. Prior research found that Facebook use is linked to poor academic performance, suggesting that Facebook distracts students from studying. These studies, which are primarily based on survey responses, are insufficient to uncover exactly how Facebook is used or embedded in students’ studying activities. To capture unbiased, detailed use patterns and to investigate the context of Facebook use, we studied 50 college students using automatic logging and experience sampling. We analyzed the activities and attentional states of students prior to visiting Facebook. Results show that GPAs of frequent Facebook users do not suffer. Students with high GPAs spend shorter time in each Facebook session and shorter Facebook use often follows schoolwork. These results point to a possibility that potentially problematic Facebook use occurs when students are in a spree of leisure activities, not while studying. Author