INFLUENCE OF FACEBOOK ADDICTION ON STUDY HABITS OF

COLLEGE STUDENTS
Acegen Lacida1, Evany Sonsona1, Nova Austria1, John Jerric Tamblingon1
Maurice Dence Bacaling2 and John Vianne Murcia2
1 Bachelor of Secondary Education (BSED) Students
2 College Instructors
Southeastern College of Padada
E-mail: denz17_sti@yahoo.com | vian.fusionexcel@gmail.com
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.
Keywords: Psychology, Facebook
correlational study, Philippines

addiction,

study

habits,

descriptive-

INTRODUCTION
One of the greatest technology advancement of todays generation is the
used of social networking. Social networking sites like Facebook have become a
global phenomenon (Zaremohzzabieh, Abu Samah, Omar, Bolong, Akhtar &
Kamarudin, 2014). It was Mark Zuckerbeg who created Facebook. He was a
student at Harvard University in 2004 in order to access college students
information through a social network. Facebook was first used a virtual medium
for students of Harvard for identification of each other and for making new
social relationship (Markoff, 2007). The widespread Facebook used was spread to
other universities students and eventually became a public domain in 2006 (Boyd
& Ellison, 2007). Today, there are more than 500 million Facebook users who are
active participants in the social networking site (Facebook, 2011).
However, this sudden increase of social networking sites becomes an open
gateway to internet addiction and social network addiction particularly
Facebook as a psychological disorder that is becoming raging throughout the
world. It may be credible to addressed Facebook Addiction Disorder because
addiction criteria such as neglect of personal life, mental preoccupation, mood
modifying experiences, tolerance and concealing the addiction behavior which
appear to be present in some people who use social network sites excessively
(Young, 1998). There was a potential clinical relevance of Facebook addiction
conceptualization under Internet Spectrum Addiction Disorder (Karaiskos et al,
2010). Thus, Facebook addiction has become almost synonymous with social
networking addiction (Griffiths, 2013).
In addition, several evidences from past researches have shown how
internet use had interfered with addicts academic work, professional
performance and their social lives (Louis &Paul, 2012). Moreover, overuse of
Facebook has a potential to bring negative effects on individuals study, work,
health, and personal relationship (Caplan, 2008).
The Philippines has a young population based on the age distribution of
population; that is why the Filipino youth are fragile to these kinds of
phenomenon. For example, when some students sign up on Facebook, others are
obliged to join as well because ofstrong ties with peers and the concept of
Barkadas who greatly influence ones hobby. Another significant factor which
worsens Facebook addiction in the country is our attraction to modern
technology (dela Pea, 2012). Facebook lowers grades because students spent
less time in studying than those who do not use social networking sites (Rouis,
Limayem & Sangari, 2011). Consequently, 74%out of the 26% who reported that
Facebook had an impact on their lives claimed that it had a negative impact such
as procrastination, distraction, and poor-time management (Kirschner &
Karpinski, 2010).
With all of the above scenarios, the researchers were motivated to
investigate if Facebook addiction has something to do with the study habits of

college students, because it may unravel results and implications in the

educational setting.
Statement of the Problem
This 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 in
terms of:
1.1 salience;
1.2 mood modification;
1.3 tolerance;
1.4 withdrawal;
1.5 conflict; and
1.6 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; and
2.5 writing?
3. Is there a significant relationship between Facebook addiction and study
habits of college students?
Hypothesis
The following hypotheses were tested at 0.05 level:
Ho There is no significant relationship between Facebook addiction and
study habits of college students.
Theoretical Basis
The study was anchored on Uses and Gratification Theory. This theory
was developed by Katz (1959) which explains peoples motivations for media
usage, access and attitude toward a particular medium. Its primary concerned
was on the way people use the media (Hanjun, 2000). Severin and Taknard (2007)
affirms that the uses and gratifications theory is a psychological communication
perspective that focuses on how different people use the same media messages
for different purposes in order to satisfy their psychological and social needs and
to achieve their goals. Moreover, they found that there were five motivation
factors that relate to the social networking use: social escapism, pass time,
interactive control, information, and communication which influence users
motivations towards the Facebook site and its relationship on Facebook
addiction (Severin & Taknard, 2007). Generally, users of social media are
motivated by similar intrinsic and extrinsic factors (Amarasinghe, 2010).

Consequently, Uses and Gratification Theory has been strengthen with the
support of media dependency theory which attempts to explain the relationship
between the content of the mass media, the nature of the society, and the
communication behavior of audiences. This theory suggested that people are
dependent on the mass media for information needs. And presently, social media
has already become a part of peoples daily life; and as a result effect of overdependency on information, sensation, entertainment, and satisfaction etc.
addiction was build. In addition, internet addictions in general are habits that
begin when the gratification sought, become a conditioned response to
negative effect, then such behavior then becomes a goal in itself, thus leading to
preoccupation with it (Sung,et al, 2004).
One emerging theory of online addiction is Caplans (2010) social skill
model of generalized problematic Internet use. This model states that individuals
who prefer to communicate in an online environment are at greater risk of
experiencing negative outcomes related to excessive online use. These
individuals, who demonstrate deficient self-regulation of Internet use, tend to
engage in online social communication as a means of escaping from negative
mood states, such as loneliness or anxiety. Communicating online alleviates
negative moods (known as mood alteration), which then reinforces online use.
Given the social focus of SNSs, this theory has the potential to explain SNS
addiction. However, despite the popularity of SNS use, empirical research
examining addiction to these online social platforms is currently lacking.
Independent Variable
Facebook Addiction
salience
mood
modification
tolerance
withdrawal,
conflict
relapse

Dependent Variable
Study Habits
time
management
test-taking
note-taking
reading
writing

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

the Study

The schematic diagram in Figure 1 shows the relationship of the variables

in this study. The first box at the left present the independent variable Facebook
addiction with its indicators/dimensions, namely salience, mood modification,

tolerance, withdrawal, conflict, and relapse, while the second box at the right is
the dependent variable consisting study habits of Southeastern College students.
METHOD
Research Design
This study utilized quantitative research design which refers to the plan or
strategy of shaping the research (Henn & Madow, 2006) that might include the
entire 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/or
hypotheses pertaining to phenomena (Given, 2008). The researcher employed the
correlational design to describe the statistical association between two or more
variables (Creswell, 2002). In context, this research examined the relationship of
Facebook addiction towards study habits of college students.
Respondents and Sampling
The study was conducted during SY2014-2015 at Southeastern College, an
institution of higher learning located at Padada, Davao del Sur, Philippines. The
school has a total of 1,959 college students currently enrolled in its programs.
The research respondents were college students. A total of 400 students
were randomly-chosen to participate in the said study. However, of the 400
questionnaires handed, only 252 were returned and considered valid for data
analysis; thus, a 70.5 percent response rate.
Research Instrument
The Bergen Facebook Addiction Scale (BFAS). This scale comprised of
18items, three for each of the six core features of addiction: salience, mood
modification, tolerance, withdrawal, conflict, and relapse. Each item is scored on
a 5-point scale using anchors of 1: Never and 5: Very Often. Higher scores
indicate greater Facebook addiction. In this sample, Cronbach alpha values were
=0.825 for salience, =0.836 for mood modification, =0.879 for tolerance,
=0.857 for withdrawal, =0.838 for conflict and =0.833 for relapse.
The Study Habits Questionnaire (SHQ). This scale is adopted from Virginia
Gordons University Survey: A Guidebook and Readings for New Students
which composed of 40 items, five core features of study habits: time
management, test-taking, note-taking, reading, and writing. Each item is scored
on a 4-point scale using anchors of 1: Never and 4: Always. Higher scores
indicate greater study habits. In this sample, Cronbachs alpha values were
=0.692 for time management, =0.780 for test-taking, =0.704 for note-taking,
=0.780 for reading, and =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
(Pearsons r coefficient) was employed to determine the relationships of the
elements of Facebook addiction with study habits. On the other hand, linear
regression analysis was used to determine the degree of causation of Facebook
addiction to study habits.
RESULTS AND DISCUSSION
Level of Facebook Addiction of College Students
The 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 using Facebook.
The overall mean score showing the level of Facebook addiction among college
students was found to be =2.48, described as Low. Table 1 further revealed the
mean scores of each dimensions of Facebook addiction as perceived by college
students. The means scores obtained for salience with =2.55, mood modification
with =2.57 and Tolerance with =2.53 were interpreted as Moderate, while the
mean scores of withdrawal, conflict, and relapse were =2.43, =2.36, and =2.47
respectively, which were interpreted as Low. The result implies that Southeastern
College students have predominantly low extent of addiction in Facebook.
Table 1. Level of College Students Addiction in Using Facebook
Indicators/Dimension
Mean
SD
Interpretation
Salience
Moderate
2.55
0.851
Mood Modification
Moderate
2.57
0.957
Tolerance
Moderate
2.53
0.952
Withdrawal
Low
2.43
1.030
Conflict
Low
2.36
1.080
Relapse
Low
2.47
0.969
Overall
Low
2.48
.824
Level of Study Habits of College Students
Table 2 presents the level of study habits of Southeastern College students
in five dimensions (time management, test-taking, note-taking, reading, and
writing) and the overall study habits of students.
Based on the above table, it was shown that the mean scores of the three
dimensions (time management with =2.64, note-taking with =2.51, and writing
with =2.53) were interpreted as high. Hence, the other dimensions specifically
reading 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 their
studies.
Table 2. Level of Study Habits of College Students
Indicators/Dimension
Mean
SD
Interpretation
Time Management
High
2.64
0.492
Test-taking
Moderate
2.39
0.541
Note-taking
High
2.51
0.615
Reading
Moderate
2.46
0.553
Writing
High
2.53
0.572
Overall
High
2.51
0.432

Relationship of Facebook Addiction and Study Habits

Table 3 shows correlation coefficients of the elements of Facebook
addiction and of study habits of college students. The data in the table show that
the correlation coefficients among the variables were generally significant. For
instance, the six elements of Facebook addiction (salience, tolerance, mood
modification, relapse, withdrawal, and conflict) were all significantly correlated
with overall study habits of college students. The overall coefficient between the
two variables was found to be rxy = -0.230, p < 0.05, which means that there is an
inverse yet significant relationship between the two that is, the higher
addiction to Facebook, the lesser the study habits of college students.
It was also revealed that time management shows a significant yet
negative correlation to Facebook addiction (rxy = -0.151, p < 0.05). Also, five of the
six elements of Facebook addiction significantly correlate with time
management: salience (rxy = -0.142, p < 0.05), mood modification (rxy = -0.146, p <
0.05), relapse (rxy = -0.145, p < 0.05), withdrawal (rxy = -0.125, p < 0.05), and
conflict (rxy = -0.130, p < 0.05). According to the findings of the study of Kirschner
and Karpinski (2010), Facebook users had lower Grade Point Averages and spent
less time studying than students who did not use this SNS. Of the 26% of
students reporting an impact of their usage on their lives, three-quarters (74%)
claimed that it had a negative impact, namely procrastination, distraction, and
poor time-management. A potential explanation for this may be that students
who used the Internet to study may have been distracted by simultaneous
engagement in SNSs, implying that this form of multitasking is detrimental to
academic achievement.
Test-taking shows a significant yet negative correlation to Facebook
addiction (rxy = -0.206, p < 0.05). Also, the six elements of Facebook addiction
significantly correlate with time management: salience (rxy = -0.124, p < 0.05),
tolerance (rxy = -0.191, p < 0.05), mood modification (rxy = -0.193, p < 0.05), relapse
(rxy = -0.161, p < 0.05), withdrawal (rxy = -0.161, p < 0.05), and conflict (rxy = -0.208,

p < 0.05). Alabi (2013) noted that most university undergraduates today have
lesser considerations of how they manage themselves in taking and coping their
examinations, such that they start the day by checking their Facebookaccounts
instead of practicing how to take their exams as preparation. This trend of
obsession, if left unchecked, can engender serious academic problem. The frenzy
is gradually tending toward addiction as some students cannot do without
accessing their Facebook accounts within every passing hour.
Also, note-taking shows a significant yet negative correlation to Facebook
addiction (rxy = -0.254, p < 0.05). The six elements of Facebook addiction
significantly correlate with time management: salience (rxy = -0.178, p < 0.05),
tolerance (rxy = -0.197, p < 0.05), mood modification (rxy = -0.196, p < 0.05), relapse
(rxy = -0.227, p < 0.05), withdrawal (rxy = -0.215, p < 0.05), and conflict (rxy = -0.267,
p < 0.05). The findings were consistent with the statement of Fried (2008), saying
that the level of use of social media like Facebook was significantly and
negatively related to student learning, particularly in the areas of
comprehension, focus and processing. Fried also added that the use of Facebook
during class or during exams lessens their chances to grasp with the lessons by
taking down important notes. Lastly, the level of Facebook use negatively
correlated with how much attention students paid to the lectures, the clarity of
the lectures and how well they understood the lecture material.
Reading shows a significant yet negative correlation to Facebook
addiction (rxy = -0.161, p < 0.05). Also, four of the six elements of Facebook
addiction significantly correlate with time management: mood modification (rxy
= -0.410, p < 0.05), relapse (rxy = -0.153, p < 0.05), withdrawal (rxy = -0.169, p <
0.05), and conflict (rxy = -0.169, p < 0.05). This finding affirms the statement of
Sodiq (2012), verbalizing that spending too much time on Facebook and any
other social network sites makes student lazy in reading, doing assignments and
missing the right steps to their future. Also, Shaulis (2011) likewise averred that
instead of students concentrating on their homework or reading their lessons for
a big test, they are spending hours looking through pictures, answering their
page comments, and chatting with friends on the sites instant messenger.
Lastly, writing shows a significant yet negative correlation to Facebook
addiction (rxy = -0.121, p < 0.05). Also, three of the six elements of Facebook
addiction significantly correlate with time management: salience (rxy = -0.115, p <
0.05), tolerance (rxy = -0.136, p < 0.05), and mood modification (rxy = -0.118, p <
0.05). Drussell (2008) noted that addictive levels of using Facebook may reduce
more personal forms of communication. It may also be encouraging poor writing
in shortcuts or other alternative forms of writing (i.e. a few professors have
termed this as textspeak which is prevalent in show up in their students
academic papers, manifested by the use incorrect forms of grammar and spelling
on social media).

Table 3. Correlation Analysis Showing the Relationship between the Elements of

Facebook Addiction and Study Habits of College Students
Dependent Variable (Study Habits)
Independent
Overall
Time
NoteVariable
Test-Taking
Reading Writing
Management

Facebook Addiction
Salience
Tolerance
Mood Modification
Relapse
Withdrawal
Conflict

Taking

-0.151*
-0.142*
0.081
-0.146*

-0.206*
-0.124*
-0.191*
-0.193*

-0.254*
-0.178*
-0.197*
-0.196*

-0.161*
0.063
-0.107
-0.140*

-0.121*
-0.115
-0.136*
-0.118*

-0.230*
-0.161*
-0.183*
-0.204*

-0.145*
-0.125*
-0.130*

-0.161*
-0.161*
-0.208*

-0.227*
-0.215*
-0.267*

-0.153*
-0.169*
-0.169*

0.063
0.098
0.089

-0.193*
-0.196*
-0.222*

* Reject Ho at p <0.05

Also, the study measured the magnitude of relationship of Facebook

addiction and study habits of college students. Using linear regression analysis
where overall Facebook use was used as the predictor variable (independent
variable), the relationship was found to be at a negligible level as evidenced on
the value of the R2 = 0.053. This means that Facebook addiction accounts 5.3
percent of the variance of study habits among the Southeastern College students
sample. The beta coefficient of Facebook addiction ( = -0.120, t = -3.951, p =
0.000) towards overall study habits mean that an increase of Facebook addiction
by 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 of
related literature and studies. Popali-Lehane (2010) mentioned that an increase of
Facebook use beyond the normal scale leads to increase of procrastination, which
is the exact opposite of studying. She finds that most of her students lose focus
when 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 for
finding information and working together, but it can also be incredibly
distracting 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 students
that used social networking sites were 1.5% lower than those that did not. If the
students suffer from this form of addiction, it will be even harder for them to get
back to their studies and maintain productivity in learning.
In contrast, Moreno and colleagues (2012) reported that as college
students continue the trend of using Facebook for social purposes, the amount of
time they use this technology and the task of studying during academic time
increase (Moreno, et al., 2012).

Table 4. Multiple Linear Regression Analysis Showing the Magnitude of

Facebook Addiction as a Predictor of College Students Study Habits
Unstandardized Coefficients
Predictor
t
Significance

Std. Error
(Constant)
Facebook Addiction
F = 15.609

2.214*
-0.120*

0.080
0.030

p = 0.000

R2 = 0.053

27.697
-3.951

0.000
0.000

* Reject Ho at p < 0.05

CONCLUSION
The results of this study identified future implications of Facebook
addiction oncollege students study habits. The major implication suggested was
the higher Facebook addiction leads to lower extent of study habits. Also, the
degree of causation of Facebook addiction towards study habits is found to be
negative and significant, which means that higher the addiction in Facebook use
is might lower study habits of college students. This implication suggested that
students who spent lesser time in using Facebook is equated as lesser or no
tendencies of being addicted of using, which then increases tendency of having a
fair level of study habits.
Furthermore, the study has found out that apart from being statistically
correlated, Facebook addiction has a negligible yet statistically-significant
influence 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 way
to communicate, its influence on study habits which form part of academic life
may decrease.
IMPLICATIONS
This study contributes in several ways to the research literature of
Facebook addiction. First, there is little research available which can establish a
relationship between level of Facebook addiction and study habits in students.
This study adds to the body of knowledge by exploring this important
relationship. Second, results of the study can be a basis for institutions of higher
learning like southeastern College to develop some programs and intervention
schemes that will address the negative upshots of Facebook addiction.
Instructors and teachers can utilize this study as integration in their classroom
discussions, as well as enforcing classroom policies that will at least minimize
Facebook use through the improvement and enrichment of their teaching
strategies. Several studies can stem from this work exploring other variables that

may correlate with Facebook addiction. Third, this research provides an insight
into todays undergraduate students and their affinity towards usage of the
Facebook and its detriment when assessed on the addictive level. University
administrators can draw lessons from this study reevaluating the strategies
necessary to engage students more fully in academic pursuits. Employers can
draw lessons from this study in terms of usage of Facebook in the workplace and
correlated productivity incursions.
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