The Context of College Students’ Facebook Use and Academic Performance: An Empirical Study
summary
Fifty college students use an installed browser extension Rose for one week to log Facebook metadata and receive 3–4 automatic pre-Facebook experience samples per day, with sessions fused if gaps are under 40 seconds. Two-thirds of visits follow leisure, not schoolwork; frequent checkers spend more total time but shorter sessions; high-GPA students average nearly half the session duration of low-GPA students. Longer sessions after low-interest leisure predict lower GPA.
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chapters (8)
- 0:00Introduction and background
- 2:36Research goals and context
- 4:46Methods and data collection
- 8:50Data analysis approach
- 10:15Results overview
- 12:27High vs low GPA differences
- 14:41Key takeaways and implications
- 16:06Q&A session
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