Social‐media use and academic performance among undergraduates in biology

Shen, Jie

doi:10.1002/bmb.21293

Cited by 14 publications

(13 citation statements)

References 14 publications

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“…An alternative explanation for this phenomenon may be related to the use of social applications that students use to connect with their friends. The increase in the number of hours students spend on social media has a negative impact on study habits and academic performance [ 37 , 38 ]. Therefore, social support from friends may interfere with academic performance if students spend too much time on social networks and neglect their academic responsibilities, rather than building social support relationships, which is a predictor of good academic performance [ 39 ].…”

Section: Discussionmentioning

confidence: 99%

Virtual Active Learning to Maximize Knowledge Acquisition in Nursing Students: A Comparative Study

Moreno,

Meneses-Monroy,

Mohamedi-Abdelkader

et al. 2024

Nursing Reports

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Background: Nursing students need to acquire knowledge through active methods that promote critical thinking and decision making. The purpose of this study is to analyze whether there are differences in the acquisition of knowledge by nursing students between active face-to-face or virtual teaching methods. Methods: In this comparative study, nursing students enrolled in the psychology course were divided into two groups: a face-to-face group that received active teaching methods and a virtual group. The virtual group was exposed to the Effective Learning Strategy (ELS), which included seminars based on video content through the Virtual Campus and answering questions using the H5P tool. In addition, participants engaged in reflection tasks on the content. Covariate data were collected, and knowledge tests were administered to both groups before and after the course. After three months, subjects were re-evaluated with a final exam to assess content retention. Results: A total of 280 students were randomized. No differences were found in students’ scores at the end of the knowledge test or in their final grades in the subject. Having study habits (b = 0.12, p = 0.03) and social support from relevant people (b = 0.09; p = 0.03) were associated with better post-intervention scores, and inversely with social support from friends (b = −0.12, p < 0.01). Final grades were inversely associated with digital safety literacy (b = −0.101, p = 0.01). No factors were associated with the scores of each group separately. Conclusions: The ELS virtual active learning model is as effective as face-to-face active learning methods for teaching psychology to first-year nursing students. This study was not registered.

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Section: Discussionmentioning

confidence: 99%

Virtual Active Learning to Maximize Knowledge Acquisition in Nursing Students: A Comparative Study

Moreno,

Meneses-Monroy,

Mohamedi-Abdelkader

et al. 2024

Nursing Reports

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“…Dalam membahas variabel diatas dengan mempertimbangkan hasil penelitian sebelumnya yang telah melaporkan hubungan negatif antara penggunaan media sosial dan prestasi akademik, yang diukur dengan IPK yang dilaporkan sendiri dan jam yang dihabiskan untuk belajar per minggu (Shen, J., 2019). Penelitian tersebut juga akan mempertimbangkan hasil studi yang dilakukan oleh Weidinger, L., dkk.…”

Section: Prestasi Akademikunclassified

Pengaruh Penggunaan Media Sosial Dalam Pendidikan Terhadap Prestasi Akademik Mahasiswa

Mendoza

Hutajulu²,

Lubis³

et al. 2022

JTP

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Abstrak: Saat ini, media sosial ada sebagai sarana untuk berkomunikasi di antara orang-orang terlepas dari lokasi, memungkinkan mereka untuk dengan mudah berbagi informasi, mengakses file, gambar, dan video, mengirim pesan, dan melakukan percakapan secara langsung (real time), dimana hal ini memungkinkan komunikasi yang mudah dan efektif. Studi menunjukkan bahwa media sosial mendukung kegiatan pendidikan dengan memfasilitasi interaksi, kolaborasi, partisipasi aktif, berbagi sumber daya, dan berpikir kritis. Penelitian ini berfokus pada pengaruh penggunaan media sosial terhadap prestasi akademik mahasiswa. Populasi yang digunakan pada penelitian ini berasal dari sampel mahasiswa pada Program Studi (Prodi) Pendidikan Teknologi Informatika dan Komputer (PTIK) sebesar 216 mahasiswa. Berdasarkan hasil pengujian didapat hasil bahwa variabel komunikasi dengan media sosial tidak memiliki dampak yang signifikan terhadap prestasi akademik siswa. Pada variabel Kolaborasi terdapat pengaruh yang signifikan secara terhadap prestasi akademik mahasiswa, kolaborasi memberikan pengaruh yang paling besar dan signifikan secara terhadap prestasi akademik mahasiswa. Pada variabel berbagi bahan dan materi melalui sosial media memiliki pengaruh positif dan signifikan terhadap prestasi akademik mahasiswa. Penelitian ini membuktikan perkembangan teknologi saat ini merupakan inkubator bagi munculnya aplikasi dan sarana komunikasi elektronik secara masif, dan media sosial merupakan salah satu sarana elektronik yang dapat berperan efektif dalam proses komunikasi berbagai bidang, terutama di bidang pendidikan.Kata Kunci: Media Sosial, Komunikasi, Kolaborasi, Berbagi Materi dan Bahan Ajar, Prestasi AkademikAbstract: Today, social media exists to facilitate communication among people regardless of location, enabling them to easily share information, access files, images, and videos, send messages, and have real-time conversations. This allows easy and effective communication. Studies show that social media supports educational activities by facilitating interaction, collaboration, active participation, resource sharing, and critical thinking. This study focuses on the effect of using social media on student academic achievement. The population used in this study came from a sample of 216 students in the Program Studi Pendidikan Teknologi Informatika dan Komputer (PTIK). Based on the test results, it was found that the communication variable with social media did not have a significant impact on student's academic achievement. The collaboration variable has a significant effect on student academic achievement, collaboration has the biggest and most significant influence on student academic achievement. The variable sharing of materials and materials through social media has a positive and significant effect on student academic achievement. This research proves that current technological developments are an incubator for the emergence of massive electronic communication applications and facilities, and social media is one of the electronic means that can play an effective role in the communication process in various fields, especially in the field of education.Keywords: Social Media, Communication, Collaboration, Sharing of Teaching Materials and Materials, Academic Achievements

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“…Some scholars also applied this instrument to conduct their study in adolescent samples, the results demonstrated that males were more likely to be addicted in social media (Altin and Kivrak, 2018 ; Azizi et al, 2019 ; Shibli and Akhtar, 2020 ; Luo et al, 2021 ; Gao and Eissenstat, 2022 ). In these scholars' opinion, men may experience more negative effects and be more likely to have a poor academic performance, which will lead men to use social media for longer time as opposed to their female counterparts and contribute to their vulnerability of social media addiction (Shen, 2019 ; Bhandarkar et al, 2021 ; Gao and Eissenstat, 2022 ). Moreover, some studies also contended that there was no significant association between gender and the severity of social media addiction (Kirik et al, 2015 ; Ahmed et al, 2021 ; Cheng, 2021 ; Mahmood et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Measurement Invariance of the Bergen Social Media Addiction Scale Across Genders

et al. 2022

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Social media addiction has been a hot issue in scientific research in recent years, its antecedents and consequences have been extensively studied. Among these studies, Bergen Social Media Addiction Scale (BSMAS) is one of the most commonly used instruments. However, little is known about whether this scale has the equivalent psychometric properties for men and women. The purpose of the current study is to examine the measurement invariance (including configural invariance, metric invariance, scalar invariance, and error variance invariance) of the BSMAS across genders. In total, 1,120 participants were recruited from 5 universities. R program was applied to conduct the single-group and multiple-group confirmatory factor analysis (CFA) based on the social media addiction symptom ratings. The results demonstrated that BSMAS was a valid and psychometrically robust instrument for assessing the risk of social media addiction among university students, and that the four types of measurement invariance of the BSMAS across genders were confirmed. Consequently, gender differences in the BSMAS scores are likely to reflect the genuine differences between men and women, and comparisons on the level of social media addiction of university students between gender groups can be interpreted meaningfully.

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Social‐media use and academic performance among undergraduates in biology

Cited by 14 publications

References 14 publications

Virtual Active Learning to Maximize Knowledge Acquisition in Nursing Students: A Comparative Study

Virtual Active Learning to Maximize Knowledge Acquisition in Nursing Students: A Comparative Study

Pengaruh Penggunaan Media Sosial Dalam Pendidikan Terhadap Prestasi Akademik Mahasiswa

Measurement Invariance of the Bergen Social Media Addiction Scale Across Genders

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