Social Media Annotated Bibliography

Skiera, B., Hinz, O., & Spann, M. (2015). SOCIAL MEDIA AND ACADEMIC PERFORMANCE: DOES THE INTENSITY OF FACEBOOK ACTIVITY RELATE TO GOOD GRADES? Schmalenbach Business Review (SBR), 6754-72.

The purpose of Skiera, Hinz and Spann (2015) was to establish the relationship between intensity of Facebook activity and academic performance of students. The authors based their research on four major hypothesis given as; the intensity of Facebook usage relates negatively to academic performance, Facebook use in class relates negatively to academic performance, students connected in closely connected network achieve better academic performance than do those in loosely connected networks, and the number of friends on Facebook relates positively to academic performance. The authors collected data from a sample of 103 students at major German University. Academic results were taken from their official transcripts, Facebook network details were found using a reliable software, and Facebook intensity of usage and perceptions in and out of class.

The results showed that use of Facebook negatively affected students’ achievement in both genders. Number of Facebook friends was negatively associated with performance of females and positively associated with performance of male students.

Golub, T. L., & Miloloža, M. (2010, January). Facebook, academic performance, multitasking and self-esteem. In 10th Special Focus Symposium on ICESKS: Information, Communication and Economic Sciences in the Knowledge Society.

This study investigated the perceptions of 277 undergraduate students regarding the impact of Facebook usage on academic performance. Results indicated that students’ perceived positive impact of Facebook predicted higher intensity and frequency of Facebook communication for academic purposes. Study also demonstrated that not only the intensity of Facebook use, but also the purpose of Facebook use has significant role in both positive as well as negative academic performance of the students.