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This study reviews the international literature on using Facebook for academic purposes to examine whether and how this popular social networking site contributes to teaching and learning in formal education. A review of 57 empirical studies on this topic suggest that (a) the majority of studies report positive effects or feedback of using Facebook for academic purposes, and recommend its integration into teaching and learning; (b) Facebook is shown to be effective as a platform for academic communication and effective in promoting student-centered learning; (c) the effects of Facebook used as Learning Management System are mixed and under-studied; (d) the quality of Facebook-related learning process and learning outcomes is under-studied; (e) Facebook may not be suitable for teaching in all disciplines; and (f) studies heavily rely on preexperimental design and self-reported data, which raises the issue of response bias. It is recommended that future research should (a) focus more on in-depth examination of the process and quality of learning using Facebook, (b) adopt quasi-or true experimental design to control for confounding factors, (c) properly address potential response bias by minimizing the relationship between researcher and students, and (d) more frequently adopt content analysis to reduce reliance on self-reported data.

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This study analyzes data of the Educational Longitudinal Study of 2002 to examine the association between parental provision of task-extrinsic rewards for academic performance, parent involvement in students' learning, and students' choice of study field in college. Results show that frequent receipt of task-extrinsic rewards for good grades from parents lowers students' probability of selecting STEM major in college by up to 12 percentage points compared to never or rarely receiving such rewards from parents. Results also show that this association is only statistically significant for high frequency of parental external rewards, and moderate frequency does not exert similar effect. The lowered likelihood of STEM enrollment for students frequently exposed to parental task-extrinsic rewards adds to the evidence that external rewards could have adverse effect on students that lasts into college.The influence of parenting on children's learning behaviors and outcome has been well documented in the literature.