Problematic social network use: Its antecedents and impact upon classroom performance

Abstract

The impact of information technologies has radically transformed the classroom in less than a generation. One potentially not so welcome technology into the classroom has been social networking sites. While social networking sites can help foster relationships among students, too much of a good thing can negatively impact course performance. This study surveys 219 college aged students and investigates the impact of problematic social network use on final course performance. Drawing from Social Cognitive Theory this paper develops a set of testable hypotheses and the data demonstrates that a negative relationship exists between problematic social network use and course performance (as measured by final letter grade). Classroom strategies that professors implement, and other remedies universities can employ to address this finding are discussed.