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Facebook vs. Academic Performances

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http://nottinghamtrent.academia.edu/MarkGriffiths/Papers/864659/Kuss_D.J._and_Griffiths_M.D._2011_._Addiction_to_social_networks_on_the_internet_A_literature_r

eview_of_empirical_research._International_Journal_of_Environment_and_Public_Health_8_35

28-3552

http://www.scribd.com/doc/28373423/Social-Networking-and-Its-Impact-on-Filipino-Youth-Dr-Lenardo-R-Garcia-Jr-CPM http://es.scribd.com/mam0n/d/28919575-SOCIAL-NETWORKING-SITES-AFFECT-ONE%E2%80%99S-ACADEMIC-PERFORMANCE-ADVERSELY http://www.mendeley.com/research/university-students-academic-performance-an-integrative-conceptual-framework-and-empirical-analysis/

Abstract
BACKGROUND: The prediction and explanation of academic performance and the investigation of the factors relating to the academic success and persistence of students are topics of utmost importance in higher education.
AIMS: The main aim of the present study is to develop and test a conceptual framework in a university context, where the effects of achievement goals, self-efficacy and class size on academic performance are hypothesized to be direct and indirect through study strategies.
SAMPLE: Participants were 100 third year nursing students of UNIVERSITY OF PANGASINAN- PEN s.y 2012- 2013.
METHOD: Pre-existing scales were used to develop the questionnaire. Questionnaires were group-administered in 3 classes during the first 2 weeks of September (i.e. about 1 month before the final examination). At the end of the academic year, students' grades were obtained from professors of each course. RESULTS: Data were analysed through structural equation modelling. The results of the structural model provided support for most of the hypothesized relationships. Achievement goals and self-efficacy had no direct effects on performance, but results from the model comparison suggested that a mediational model provided a better fit to the data.
CONCLUSIONS: Our study provides support for the key mediational role of study strategies in the effect of achievement goals and self-efficacy on academic performance. Self-efficacy seems to have the strongest indirect effect on performance. Mastery goals play a key role increasing deep processing and effort, and in turn affecting performance. Academic performance tends to diminish with increasing class size.

Abstract
There is much talk of a change in modern youth often referred to as digital natives or Homo Zappiens with respect to their ability to simultaneously process multiple channels of information. In other words, kids today can multitask. Unfortunately for proponents of this position, there is much empirical documentation concerning the negative effects of attempting to simultaneously process different streams of information showing that such behavior leads to both increased study time to achieve learning parity and an increase in mistakes while processing information than those who are sequentially or serially processing that same information. This article presents the preliminary results of a descriptive and exploratory survey study involving Facebook use, often carried out simultaneously with other study activities, and its relation to academic performance as measured by self-reported Grade Point Average (GPA) and hours spent studying per week. Results show that Facebook users reported having lower GPAs and spend fewer hours per week studying than nonusers.

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