Relationships between Time-Management Skills, Facebook Interpersonal Skills and Academic Achievement among Junior High School Students

Autor/inn/en	Tsai, Hsien-Chang; Liu, Shih-Hsiung
Titel	Relationships between Time-Management Skills, Facebook Interpersonal Skills and Academic Achievement among Junior High School Students
Quelle	In: Social Psychology of Education: An International Journal, 18 (2015) 3, S.503-516 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-015-9297-7
Schlagwörter	Adolescents; Time Management; Social Networks; Academic Achievement; Predictor Variables; Questionnaires; Junior High School Students; Multiple Regression Analysis; Interpersonal Competence; Correlation; Social Influences; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Zeitmanagement; Social network; Soziales Netzwerk; Schulleistung; Prädiktor; Fragebogen; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Interpersonale Kompetenz; Korrelation; Sozialer Einfluss; Ausland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01