Relationships between time-management skills, Facebook interpersonal skills and academic achievement among junior high school students

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5 Citations (Scopus)

Abstract

Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement of adolescents, and further investigates the predictors of academic achievement. In total, 1052 valid questionnaires were obtained from Taiwanese junior high school students. Data were analyzed using Pearson correlation analysis and multiple regression analysis. Analytical results reveal that Facebook-based interpersonal skills are negatively correlated with academic achievement, implying that Facebook-based interpersonal skills for social rather than for academic purposes in daily life are deterrent forces for academic achievement. Additionally, this correlation between interpersonal skills and academic achievement was moderated by time-management skills. Above results demonstrate that adolescents who converse less with friends for social purposes on Facebook may contribute to their academic performance, owing to their effective time-management skills. Based on a comparison with the results of the literature, we conclude that use of Facebook can increase the quality of interpersonal interactions for learning among adolescents, ultimately improving their academic achievement.

Original languageEnglish
Pages (from-to)503-516
Number of pages14
JournalSocial Psychology of Education
Volume18
Issue number3
DOIs
Publication statusPublished - 2015 Sep 13

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Time Management
time management
facebook
academic achievement
Students
school
adolescent
student
Learning
interaction
Social Skills
learning
regression analysis
Regression Analysis
questionnaire

All Science Journal Classification (ASJC) codes

  • Social Psychology
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

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abstract = "Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement of adolescents, and further investigates the predictors of academic achievement. In total, 1052 valid questionnaires were obtained from Taiwanese junior high school students. Data were analyzed using Pearson correlation analysis and multiple regression analysis. Analytical results reveal that Facebook-based interpersonal skills are negatively correlated with academic achievement, implying that Facebook-based interpersonal skills for social rather than for academic purposes in daily life are deterrent forces for academic achievement. Additionally, this correlation between interpersonal skills and academic achievement was moderated by time-management skills. Above results demonstrate that adolescents who converse less with friends for social purposes on Facebook may contribute to their academic performance, owing to their effective time-management skills. Based on a comparison with the results of the literature, we conclude that use of Facebook can increase the quality of interpersonal interactions for learning among adolescents, ultimately improving their academic achievement.",
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