Influence of Facebook Addiction on Study Habits of College Students

Abstract

The purpose of this study was to examine the extent of college students’ addiction in using Facebook, the extent of their study habits (time management, test-taking, note-taking, reading, and writing), and if significant relationship exists between the two. The Bergen Facebook Addiction Scale (BFAS), reflecting the six core elements of addiction (salience, mood modification, tolerance, withdrawal, conflict, and relapse) and the Study Habits Questionnaire (SHQ) were administered to 400 students from an institution of higher learning in Padada, Davao del Sur, with a 70.5% response rate (n=252). Pearson Product Moment Correlation coefficient was used to establish the relationship of the elements of addiction with study habits, while linear regression analysis was utilized to estimate the degree of causation of Facebook addiction to study habits. College students have predominantly low extent of addiction in Facebook. On the other way around, they are found to exhibit high extent of practicing study habits. Correlation analysis revealed significant yet negative coefficient values of the six Facebook addiction elements with overall study habits. Regression estimation revealed that higher Facebook addiction tendencies of college students decrease the extent of studying, yet the degree of the relationship (R2 = 0.053) was found to be negligible. Findings can be utilized by guidance facilitators and educators by integrating it in classroom instruction. Likewise, further studies with bigger scope/population and inclusion of demographic variables in estimating Facebook addiction (or generally, social network or online addiction) are recommended.