Abstract
This paper uses a mixed-methods approach to examine the relation between online academic disclosure and academic performance. A multi-ethnic sample of college students (N=261; male=66; female=195; M age ≈ 22years) responded to open-ended questions about their Facebook use. Thematic analysis revealed that over 14% of the Facebook wall posts/status updates (N=714) contained academic themes; positive states were more frequent than negative and neutral states and students with lower GPAs expressed negative states more often. A path analysis suggested that academic performance may determine college students’ Facebook use, rather than the reverse. Implications for student support services are discussed.
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