Influence of Facebook Addiction on the S

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INTRODUCTION

One of the greatest technology advancement of today’s’ generation is theused of social networking. Social networking sites like Facebook have become aglobal phenomenon (Zaremohzzabieh, Abu Samah, Omar, Bolong, Akhtar &Kamarudin, 2014). It was Mark Zuckerbeg who created Facebook. He was astudent at Harvard University in 2004 in order to access college students’information through a social network. Facebook was first used a virtual mediumfor students of Harvard for identification of each other and for making newsocial relationship (Markoff, 2007). The widespread Facebook used was spread toother universities students and eventually became a public domain in 2006 (Boyd& Ellison, 2007). Today, there are more than 500 million Facebook users who areactive participants in the social networking site (Facebook, 2011).

However, this sudden increase of social networking sites becomes an opengateway to internet addiction and social network addiction particularly

Facebook as a psychological disorder that is becoming raging throughout theworld. It may be credible to addressed Facebook Addiction Disorder becauseaddiction criteria such as neglect of personal life, mental preoccupation, moodmodifying experiences, tolerance and concealing the addiction behavior whichappear to be present in some people who use social network sites excessively(Young, 1998). There was a potential clinical relevance of Facebook addictionconceptualization under Internet Spectrum Addiction Disorder (Karaiskos et al,2010). Thus, Facebook addiction has become almost synonymous with socialnetworking addiction (Griffiths, 2013).

In addition, several evidences from past researches have shown how

internet use had interfered with addicts’ academic work, professionalperformance and their social lives (Louis &Paul, 2012). Moreover, overuse ofFacebook has a potential to bring negative effects on individual’s study, work,health, and personal relationship (Caplan, 2008).

The Philippines has a young population based on the age distribution ofpopulation; that is why the Filipino youth are fragile to these kinds ofphenomenon. For example, when some students sign up on Facebook, others areobliged to join as well because ofstrong ties with peers and the concept ofBarkadas who greatly influence one ’ s hobby. Another significant factor whichworsens Facebook addiction in the country is our attraction to moderntechnology (dela Peña, 2012). Facebook lowers grades because students spentless time in studying than those who do not use social networking sites (Rouis,Limayem & Sangari, 2011). Consequently, 74%out of the 26% who reported thatFacebook had an impact on their lives claimed that it had a negative impact suchas procrastination, distraction, and poor-time management (Kirschner &Karpinski, 2010).

With all of the above scenarios, the researchers were motivated toinvestigate if Facebook addiction has something to do with the study habits of



college students, because it may unravel results and implications in theeducational setting.

Statement of the ProblemThis study determined the influence of Facebook addiction on study

habits of college students.Specifically, it sought answers to the following questions:

1. What is the extent of college students’ addiction in using Facebook interms of:1.1 salience;1.2 mood modification;1.3 tolerance;1.4 withdrawal;1.5 conflict; and1.6 relapse?

2. What is the extent of their study habits in terms of:2.1 time management;2.2 test-taking;2.3 note-taking;2.4 reading; and2.5 writing?

3. Is there a significant relationship between Facebook addiction and studyhabits of college students?

Hypothesis

The following hypotheses were tested at 0.05 level:Ho There is no significant relationship between Facebook addiction andstudy habits of college students.

Theoretical BasisThe study was anchored on Uses and Gratification Theory. This theory

was developed by Katz (1959) which explains peoples’ motivations for mediausage, access and attitude toward a particular medium. Its primary concernedwas on the way people use the media (Hanjun, 2000). Severin and Taknard (2007)affirms that the uses and gratifications theory is a psychological communicationperspective that focuses on how different people use the same media messagesfor different purposes in order to satisfy their psychological and social needs andto achieve their goals. Moreover, they found that there were five motivationfactors that relate to the social networking use: social escapism, pass time,interactive control, information, and communication which influence user’smotivations towards the Facebook site and its relationship on Facebookaddiction (Severin & Taknard, 2007). Generally, users of social media aremotivated by similar intrinsic and extrinsic factors (Amarasinghe, 2010).



Consequently, Uses and Gratification Theory has been strengthen with thesupport of media dependency theory which attempts to explain the relationshipbetween the content of the mass media, the nature of the society, and thecommunication behavior of audiences. This theory suggested that people aredependent on the mass media for information needs. And presently, social mediahas already become a part of people’ s daily life; and as a result effect of over-dependency on information, sensation, entertainment, and satisfaction etc. –addiction was build. In addition, internet addictions in general are “habits” thatbegin when the “gratification sought”, become a conditioned response tonegative effect, then such behavior then becomes a goal in itself, thus leading topreoccupation with it (Sung,et al, 2004).

One emerging theory of online addiction is Caplan’s (2010) social skillmodel of generalized problematic Internet use. This model states that individualswho prefer to communicate in an online environment are at greater risk ofexperiencing negative outcomes related to excessive online use. These

individuals, who demonstrate deficient self-regulation of Internet use, tend toengage in online social communication as a means of escaping from negativemood states, such as loneliness or anxiety. Communicating online alleviatesnegative moods (known as mood alteration), which then reinforces online use.Given the social focus of SNSs, this theory has the potential to explain SNSaddiction. However, despite the popularity of SNS use, empirical researchexamining addiction to these online social platforms is currently lacking.

Independent Variable Dependent Variable

Figure 1. Conceptual Framework Showing the Relationship of the Variables ofthe Study

The schematic diagram in Figure 1 shows the relationship of the variablesin this study. The first box at the left present the independent variable Facebookaddiction with its indicators/dimensions, namely salience, mood modification,

Facebook Addiction

saliencemoodmodificationtolerancewithdrawal,conflictrelapse

Study Habits

timemanagementtest-takingnote-takingreadingwriting



tolerance, withdrawal, conflict, and relapse, while the second box at the right isthe dependent variable consisting study habits of Southeastern College students.

METHOD

Research DesignThis study utilized quantitative research design which refers to the plan or

strategy of shaping the research (Henn & Madow, 2006) that might include theentire process from conceptualizing a problem to writing a research questions,and on to data collection, analysis, interpretation and report writing (Creswell,2002) and used to develop and employ of mathematical models, theories and/orhypotheses pertaining to phenomena (Given, 2008). The researcher employed thecorrelational design to describe the statistical association between two or morevariables (Creswell, 2002). In context, this research examined the relationship of

Facebook addiction towards study habits of college students.

Respondents and SamplingThe study was conducted during SY2014-2015 at Southeastern College, an

institution of higher learning located at Padada, Davao del Sur, Philippines. Theschool has a total of 1,959 college students currently enrolled in its programs.

The research respondents were college students. A total of 400 studentswere randomly-chosen to participate in the said study. However, of the 400questionnaires handed, only 252 were returned and considered valid for dataanalysis; thus, a 70.5 percent response rate.

Research InstrumentThe Bergen Facebook Addiction Scale (BFAS). This scale comprised of

18items, three for each of the six core features of addiction: salience, moodmodification, tolerance, withdrawal, conflict, and relapse. Each item is scored ona 5-point scale using anchors of 1: Never and 5: Very Often. Higher scoresindicate greater Facebook addiction. In this sample, Cronbach alpha values wereα =0.825 for salience, α =0.836 for mood modification, α =0.879 for tolerance,α =0.857 for withdrawal, α =0.838 for conflict and α =0.833 for relapse.

The Study Habits Questionnaire (SHQ). This scale is adopted from VirginiaGordon’s University Survey: A Guidebook and Readings for New Studentswhich composed of 40 items, five core features of study habits: timemanagement, test-taking, note-taking, reading, and writing. Each item is scoredon a 4-point scale using anchors of 1: Never and 4: Always. Higher scoresindicate greater study habits. In this sample, Cronbach ’s alpha values wereα =0.692 for time management, α =0.780 for test-taking, α =0.704 for note-taking,α =0.780 for reading, and α =0.785 for writing.



Data Analysis Weighted mean was used to ascertain the extent of Facebook addiction

and study habits of college students. Pearson Product Moment Correlation(Pearson’s r coefficient) was employed to determine the relationships of theelements of Facebook addiction with study habits. On the other hand, linearregression analysis was used to determine the degree of causation of Facebookaddiction to study habits.

RESULTS AND DISCUSSION

Level of Facebook Addiction of College StudentsThe following discussions focus on the level college students’ addiction in

using Facebook in Southeastern College, Padada Davao del Sur.Table 1 shows the level of College students’ addiction in usi ng Facebook.

The overall mean score showing the level of Facebook addiction among collegestudents was found to be =2.48, described as Low. Table 1 further revealed themean scores of each dimensions of Facebook addiction as perceived by collegestudents. The means scores obtained for salience with =2.55, mood modificationwith =2.57 and Tolerance with =2.53 were interpreted as Moderate, while themean scores of withdrawal, conflict, and relapse were =2.43, =2.36, and =2.47respectively, which were interpreted as Low. The result implies that SoutheasternCollege students have predominantly low extent of addiction in Facebook.

Table 1. Level of College Students’ Addiction in Using FacebookIndicators/Dimension Mean SD Interpretation

Salience 2.55 0.851 ModerateMood Modification 2.57 0.957 ModerateTolerance 2.53 0.952 ModerateWithdrawal 2.43 1.030 LowConflict 2.36 1.080 LowRelapse 2.47 0.969 LowOverall 2.48 .824 Low

Level of Study Habits of College Students

Table 2 presents the level of study habits of Southeastern College studentsin five dimensions (time management, test-taking, note-taking, reading, andwriting) and the overall study habits of students.

Based on the above table, it was shown that the mean scores of the threedimensions (time management with =2.64, note-taking with =2.51, and writingwith =2.53) were interpreted as high. Hence, the other dimensions specificallyreading with =2.46 and test-taking with =2.39 were interpreted as moderate.Moreover, the overall study habits of college students indicated high results.



Thus, this implies that Southeastern College students are focused on theirstudies.

Table 2. Level of Study Habits of College StudentsIndicators/Dimension Mean SD Interpretation

Time Management 2.64 0.492 HighTest-taking 2.39 0.541 ModerateNote-taking 2.51 0.615 HighReading 2.46 0.553 ModerateWriting 2.53 0.572 HighOverall 2.51 0.432 High

Relationship of Facebook Addiction and Study HabitsTable 3 shows correlation coefficients of the elements of Facebook

addiction and of study habits of college students. The data in the table show thatthe correlation coefficients among the variables were generally significant. Forinstance, the six elements of Facebook addiction (salience, tolerance, moodmodification, relapse, withdrawal, and conflict) were all significantly correlatedwith overall study habits of college students. The overall coefficient between thetwo variables was found to be r xy = -0.230, p < 0.05, which means that there is aninverse yet significant relationship between the two – that is, the higheraddiction to Facebook, the lesser the study habits of college students.

It was also revealed that time management shows a significant yetnegative correlation to Facebook addiction (r xy = -0.151, p < 0.05). Also, five of thesix elements of Facebook addiction significantly correlate with timemanagement: salience (r xy = -0.142, p < 0.05), mood modification (r xy = -0.146, p <0.05), relapse (r xy = -0.145, p < 0.05), withdrawal (r xy = -0.125, p < 0.05), andconflict (r xy = -0.130, p < 0.05). According to the findings of the study of Kirschnerand Karpinski (2010), Facebook users had lower Grade Point Averages and spentless time studying than students who did not use this SNS. Of the 26% ofstudents reporting an impact of their usage on their lives, three-quarters (74%)claimed that it had a negative impact, namely procrastination, distraction, andpoor time-management. A potential explanation for this may be that studentswho used the Internet to study may have been distracted by simultaneous

engagement in SNSs, implying that this form of multitasking is detrimental toacademic achievement.

Test-taking shows a significant yet negative correlation to Facebookaddiction (r xy = -0.206, p < 0.05). Also, the six elements of Facebook addictionsignificantly correlate with time management: salience (r xy = -0.124, p < 0.05),tolerance (r xy = -0.191, p < 0.05), mood modification (r xy = -0.193, p < 0.05), relapse(rxy = -0.161, p < 0.05), withdrawal (r xy = -0.161, p < 0.05), and conflict (r xy = -0.208,



p < 0.05). Alabi (2013) noted that most university undergraduates today havelesser considerations of how they manage themselves in taking and coping theirexaminations, such that they start the day by checking their Facebookaccountsinstead of practicing how to take their exams as preparation. This trend ofobsession, if left unchecked, can engender serious academic problem. The frenzyis gradually tending toward addiction as some students cannot do withoutaccessing their Facebook accounts within every passing hour.

Also, note-taking shows a significant yet negative correlation to Facebookaddiction (r xy = -0.254, p < 0.05). The six elements of Facebook addictionsignificantly correlate with time management: salience (r xy = -0.178, p < 0.05),tolerance (r xy = -0.197, p < 0.05), mood modification (r xy = -0.196, p < 0.05), relapse(rxy = -0.227, p < 0.05), withdrawal (r xy = -0.215, p < 0.05), and conflict (r xy = -0.267,p < 0.05). The findings were consistent with the statement of Fried (2008), sayingthat the level of use of social media like Facebook was significantly andnegatively related to student learning, particularly in the areas of

comprehension, focus and processing. Fried also added that the use of Facebookduring class or during exams lessens their chances to grasp with the lessons bytaking down important notes. Lastly, the level of Facebook use negativelycorrelated with how much attention students paid to the lectures, the clarity ofthe lectures and how well they understood the lecture material.

Reading shows a significant yet negative correlation to Facebookaddiction (r xy = -0.161, p < 0.05). Also, four of the six elements of Facebookaddiction significantly correlate with time management: mood modification (r xy = -0.410, p < 0.05), relapse (r xy = -0.153, p < 0.05), withdrawal (r xy = -0.169, p <0.05), and conflict (r xy = -0.169, p < 0.05). This finding affirms the statement of

Sodiq (2012), verbalizing that spending too much time on Facebook and anyother social network sites makes student lazy in reading, doing assignments andmissing the right steps to their future. Also, Shaulis (2011) likewise averred thatinstead of students concentrating on their homework or reading their lessons fora big test, they are spending hours looking through pictures, answering theirpage comments, and chatting with friends on the site’s instant messenger .

Lastly, writing shows a significant yet negative correlation to Facebookaddiction (r xy = -0.121, p < 0.05). Also, three of the six elements of Facebookaddiction significantly correlate with time management: salience (r xy = -0.115, p <0.05), tolerance (r xy = -0.136, p < 0.05), and mood modification (r xy = -0.118, p <0.05). Drussell (2008) noted that addictive levels of using Facebook may reducemore personal forms of communication. It may also be encouraging poor writingin shortcuts or other alternative forms of writing (i.e. a few professors havetermed this as “textspeak” which is prevalent in show up in their students ’ academic papers, manifested by the use incorrect forms of grammar and spellingon social media).



Table 3. Correlation Analysis Showing the Relationship between the Elements ofFacebook Addiction and Study Habits of College Students

IndependentVariable

Dependent Variable ( Study Habits )OverallTime

Management Test-Taking Note-Taking Reading Writing

Facebook Addiction -0.151* -0.206* -0.254* -0.161* -0.121* -0.230* Salience -0.142* -0.124* -0.178* 0.063 -0.115 -0.161* Tolerance 0.081 -0.191* -0.197* -0.107 -0.136* -0.183* Mood Modification -0.146* -0.193* -0.196* -0.140* -0.118* -0.204* Relapse -0.145* -0.161* -0.227* -0.153* 0.063 -0.193* Withdrawal -0.125* -0.161* -0.215* -0.169* 0.098 -0.196* Conflict -0.130* -0.208* -0.267* -0.169* 0.089 -0.222* * Reject Ho at p <0.05

Also, the study measured the magnitude of relationship of Facebookaddiction and study habits of college students. Using linear regression analysiswhere overall Facebook use was used as the predictor variable (independentvariable), the relationship was found to be at a negligible level as evidenced onthe value of the R2 = 0.053. This means that Facebook addiction accounts 5.3percent of the variance of study habits among the Southeastern College studentssample. The beta coefficient of Facebook addiction (β = -0.120, t = -3.951, p =0.000) towards overall study habits mean that an increase of Facebook addictionby 1.00 of the mean scale score decreases the study habits of college students by

about 0.120 of the mean scale score.The findings concur with the multiple authors found in the review ofrelated literature and studies. Popali-Lehane (2010) mentioned that an increase ofFacebook use beyond the normal scale leads to increase of procrastination, whichis the exact opposite of studying. She finds that most of her students lose focuswhen they get an email or start browsing social sites instead of studying.However, she emphasized that social media like Facebook can be a great tool forfinding information and working together, but it can also be incrediblydistracting such that it is easy to lose hours browsing through photos, tweets,and videos, which may reduce the amount of time spent on educational tasks.

Also, Leung and Lee (2012) reported that study habit levels of studentsthat used social networking sites were 1.5% lower than those that did not. If thestudents suffer from this form of addiction, it will be even harder for them to getback to their studies and maintain productivity in learning.

In contrast, Moreno and colleagues (2012) reported that as collegestudents continue the trend of using Facebook for social purposes, the amount oftime they use this technology and the task of studying during academic timeincrease (Moreno, et al., 2012).



Table 4. Multiple Linear Regression Analysis Showing the Magnitude ofFacebook Addiction as a Predictor of College Students’ Study Habits

PredictorUnstandardized Coefficients

t Significanceβ Std. Error

(Constant) 2.214* 0.080 27.697 0.000Facebook Addiction -0.120* 0.030 -3.951 0.000

F = 15.609 p = 0.000 R2 = 0.053* Reject Ho at p < 0.05

CONCLUSION

The results of this study identified future implications of Facebookaddiction oncollege students ’ study habits . The major implication suggested was

the higher Facebook addiction leads to lower extent of study habits. Also, thedegree of causation of Facebook addiction towards study habits is found to benegative and significant, which means that higher the addiction in Facebook useis might lower study habits of college students. This implication suggested thatstudents who spent lesser time in using Facebook is equated as lesser or notendencies of being addicted of using, which then increases tendency of having afair level of study habits.

Furthermore, the study has found out that apart from being statisticallycorrelated, Facebook addiction has a negligible yet statistically-significantinfluence towards study habits. An increase of the former may result to the

decrease of the latter, so to speak. As social media becomes a common place wayto communicate, its influence on study habits which form part of academic lifemay decrease.

IMPLICATIONS

This study contributes in several ways to the research literature ofFacebook addiction. First, there is little research available which can establish arelationship between level of Facebook addiction and study habits in students.This study adds to the body of knowledge by exploring this importantrelationship. Second, results of the study can be a basis for institutions of higherlearning like southeastern College to develop some programs and interventionschemes that will address the negative upshots of Facebook addiction.Instructors and teachers can utilize this study as integration in their classroomdiscussions, as well as enforcing classroom policies that will at least minimizeFacebook use through the improvement and enrichment of their teachingstrategies. Several studies can stem from this work exploring other variables that



may correlate with Facebook addiction. Third, this research provides an insightinto today’s undergraduate students and their affinity towards usage of theFacebook and its detriment when assessed on the addictive level. Universityadministrators can draw lessons from this study reevaluating the strategiesnecessary to engage students more fully in academic pursuits. Employers candraw lessons from this study in terms of usage of Facebook in the workplace andcorrelated productivity incursions.

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Influence of Facebook Addiction on the S