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The effects of social media on students’ behaviors; Facebook as a case study

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DOI: 10.1016/j.chb.2016.02.036

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 Computers in Human Behavior 59 (2016) 374e379

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Computers in Human Behavior

journal homepage: www.elsevier.com/locate/comphumbeh

Full length article

The effects of social media on students’ behaviors; Facebook as a case

study
Tugberk Kaya a, *, Huseyin Bicen b
a
Faculty of Economics and Administrative Sciences, Near East University, North Cyprus, Via Mersin 10, Turkey
b
Ataturk Faculty of Education, Near East University, North Cyprus, Via Mersin 10, Turkey

a r t i c l e i n f o a b s t r a c t

Article history: Social networks are one of the most used communication methods of today's world. Their use in different
Received 17 September 2015 fields has been examined in several research studies. This study aims to examine the effects of social
Received in revised form media on student's behaviors which will mainly focus on Facebook. Whether there is a positive rela-
27 November 2015
tionship between confidence, social media participation and social media related behaviors will also be
Accepted 9 February 2016
Available online 18 February 2016
assed with regard to using Facebook. In order to collect the primary data, a general scanning model was
used to observe attitudes of high school students. The participants chosen were 362 high school students
from level 9 to 12. The findings highlight that Facebook is used for communication entertainment and
Keywords:
Social networks
sharing news, pictures and songs. In addition, their Facebook profile picture is alone and students were
Facebook aware that swearing is considered a form of misconduct, which is a good sign. The study also indicates
Attitudes that students were aware of protecting their social identity as their Facebook shares are not public.
Behaviors Furthermore, they respect privacy as they do not use their friend's Facebook account.
High school students © 2016 Elsevier Ltd. All rights reserved.

1. Introduction site such as Facebook” (Gross, 2009). For that reason, this research
had been carried out in order to observe the attitudes and Facebook
The first known communication tool/technique was the cave usage of students and to examine behaviors of students on social
painting. Communication through cave paintings was a very media, especially Facebook.
important part of early human society (Morriss-Kay, 2009). While
the importance of communication continues, the worldwide
1.1. Related research
penetration of computers and the Internet has resulted online
mediums where people can communicate. Classmates.com was the
As social media is about interaction, there is also knowledge
first social networking site, founded in 1995 (Meltzer & Philips,
management process where social-learning concept analysed by
2009). Nowadays, social networking sites give users a form of on-
Zhang et al. (2015). Learning via virtual world also had been ana-
line identity. The world's largest social network, Facebook, has
lysed by Zhang, Zhu, and de Pablos (2012). Krasnova, Hildebrand,
more than 1.31 billion mobile active users and 1.49 billion monthly
Guenther, Kovrigin, and Nowobilska (2008) stated that the use of
active users (Facebook, 2015). Furthermore, recent studies show
social networks can satisfy esteem as users can present themselves
that 90% of 18e29 year olds in USA use social networks and a high
to friends who think similarly and have common interests. Tobi,
percentage (between 85 and 99%) of students use Facebook
Ma’on, and Ghazali (2013) mentioned the popularity of online so-
(Brenner, 2013; Matney & Borland, 2009). Facebook use and
cial networks and conducted a study assessing if their use had any
multitasking showed a significant difference and impact on GPA
impact on the social and psychological health of Malaysian stu-
within different levels of undergraduate students in the USA (Junco,
dents. The authors suggest that it has a positive effect on the health
2015). The term “unfriend” was added to the Oxford Dictionary,
of the students. Tobi et al. (2013) also further mentioned that this
defined as “To remove someone as a ‘friend’ on a social networking
has a positive impact of user confidence. In addition, Kimball and
Rheingold (2003) and Krasnova et al. (2008) argued that using
social networking sites (e.g. Facebook and MySpace) increases user
* Corresponding author. Tel.: þ90 392 675 10 00x3104. happiness and can reduce depression if Facebook envy is controlled
E-mail address: tugberk.kaya@neu.edu.tr (T. Kaya). (Tandoc, Ferrucci, & Duffy, 2015). However, it is also argued that

http://dx.doi.org/10.1016/j.chb.2016.02.036
0747-5632/© 2016 Elsevier Ltd. All rights reserved.
 T. Kaya, H. Bicen / Computers in Human Behavior 59 (2016) 374e379
social network use can depress people (Błachnio, Przepio
rka, &
Pantic, 2015).
Pearse (2012) suggested that people with a high score on the
Narcissist Personality Inventory questionnaire change their profile
picture more often, which can be an indication that engagement of
people with low scores can be lower on Facebook. Wu et al. (2015)
conducted a study on Facebook profile pictures and personalities
and declared that collaborative learning happens when the user
changes their profile picture. The authors stated that users have a
tendency to know what is gaining attention among their friends
and upload the same style profile picture to reflect the same pos-
itive message. Marshall, Lefringhausen, and Ferenczi (2015) also
stated that there is a relationship between narcissism and the
number of Facebook updates of an individual. Kauten, Lui, Stary,
and Barry (2015) further mentioned that narcissism is notable
among social media users. Ortigosa, Carro, et al. (2014) and
Ortigosa, Martín, et al. (2014) indicated that users use social net-
works in order to support existing real-world relationships rather
than to look for new virtual social relationships. Moran, Seaman,
and Tinti-Kane (2011) carried out a study in a faculty which sug-
gested that 77% of respondents have social media engagement,
while 60% stated that they use social media in the classroom.
Research by Roblyer, McDaniel, Webb, Herman, and Witty (2010)
highlighted that students are greatly concerned about their pri-
vacy, with only 15% declaring that they feel their privacy is invaded
when the faculty encourages Facebook use for education. In addi-
tion, it is also stated that use of Facebook for education is inter-
esting for students (Roblyer et al., 2010). Blight, Jagiello, and Ruppel
(2015) conducted a study on college students and highlighted the
fact that students seek support via Facebook: “There is a positive
relationship between using Facebook and forming and maintaining
social capital, which is defined as ‘the resources accumulated
through the relationships among people’ (Ellison, Steinfield, &
Lampe, 2007, p. 1145 cited in Junco, Merson, & Salter, 2010, p.
162). As Facebook enables self-disclosure, it was also mentioned
that Facebook use enables higher levels of learning and increase
motivation of students (Mazer, Murphy, & Simonds, 2007).
The above shows that there are both pros and cons concerning
Facebook and suggests that further studies are required. From the
findings above, the importance of engagement was highlighted.
The term engagement has various explanations such as “the
amount of student learning and development associated with an
educational program is directly related to the quality and quantity
of student engagement in that program” and “the effectiveness of
any educational practice is directly related to the ability of that
practice to increase student engagement” (Astin, 1984, cited in
Junco, 2012, p. 164).
1.2. Theoretical background
As mentioned above, starting from cave paintings, people have
always used communication. Communication allows us to form
relationships with others, which was defined as “social” level needs
by Abraham Maslow's Hierarchy of Needs (Dessler, 2008). With the
advancement of technology, communication has become easier.
Nowadays, people can spread their thoughts and opinions with a
couple of clicks via social networks. “…the need to belong is a
powerful, fundamental, and extremely pervasive motivation”
(Baumeister & Leary, 1995, p.497). The importance of belonging can
be understood from the previous statement and it is mentioned
that social networks satisfy the need of belong of individuals
(Krasnova et al., 2008; Seidman, 2013). According to Nadkarni and
Hofmann (2012) Facebook is also used for self-presentation while
Peluchette and Karl (2010) further mentioned that some students
share inappropriate materials on Facebook in order to get the
375
attention of their classmates. Teacher use of Facebook is received to
have a positive effect on students where it is argued that it in-
creases their motivation and learning (Mazer et al., 2007). Likewise,
there are a variety of studies that have been carried out to
demonstrate there is a relationship between Facebook use and in-
dividual characteristics ranging from agreeableness to esteem level
(Lee, Moore, Park, & Park, 2012; Winter et al., 2014). In addition,
Lee, Ahn, and Kim (2014) stated that extroverts use Facebook
(status/photo share and using like button) more often than in-
troverts. According to Grieve and Kemp (2015), extraversion and
openness are related in the context of Facebook connectedness and
Marshall et al. (2015) mentioned that there are more Facebook
shares of social activities amongst extroverts. Photo/video sharing
and album uploads show significant differences among different
personalities (Eftekhar, Fullwood, & Morris, 2014).
2. Purpose of the study
This study aims to examine students' behaviors on Facebook.
Whether there is a positive relationship between confidence and
social media participation will also be assed. The drawbacks of
using Facebook will also be discussed in the research. It is expected
that this study will be useful to highlight student behaviors on
social media, as today's students are “digital natives” who were
born with new technology and display excessive social network use
(Prensky, 2001). Since the 2000s, there has been worldwide
Internet penetration and technological advances such as smart-
phones with free communication methods (Facebook, WhatsApp,
Viber etc.). It is argued that shift in student habits will also cause
shifts in their behaviors.
The research aims are as follows;
1 Determining the social network use of students
2 To figure out respondents' behaviors among the Facebook use
3. Methods
3.1. Participants
In order to gather primary data, 362 high school students were
surveyed from Türk Maarif Koleji, Bülent Ecevit Anadolu Lisesi and
20 Temmuz Fen Lisesi. 202 participants were female (56%) and 160
were male (44%). 45 (13%) of the respondents were 15 years old, 65
(18%) were 16 years old and the majority 160 of participants were
17 (44%) and 92 (25%) of the respondents were 18 years old as Table
1 demonstrates. The majority of the participants (f ¼ 138) were
studying Mathematics and Science (AS-Level), followed by Turkish
and Mathematics (92) and A-Level courses (57). There were also
participants from the Arts (41) and Science (34) fields.
3.2. Equipment
The questionnaire was prepared by the authors and is composed
of 51 positive statements in order to evaluate the confidence level,
engagement and the effect of educational studies. A 5 point Likert
Table 1
Age of respondents.
Age (f) %
15 45 13
16 65 18
17 160 44
18 92 25
376 T. Kaya, H. Bicen / Computers in Human Behavior 59 (2016) 374e379
scale was used, where reliability and validity was calculated by the
Cronbach's alpha value, which was 0.88 for the whole scale yet
some of the respondents might respond unreasonably therefore the
research can contain some limitation.
3.3. Data analysis
T-test, one way ANOVA and mean statistics were calculated by
using IBM SPSS Statistics 20 programme in order to observe the
students’ behaviours on social media.
4. Results & discussion
4.1. Social network use of the respondents
The majority of the participants (f ¼ 315) have smartphones
(87%) while 47 of them do not have any kind of smartphone (13%).
Android (f ¼ 171) was the most used Operating System (47%), fol-
lowed by iOS (f ¼ 139, %39). There was also a small number of
Windows (f ¼ 5) users where f ¼ 47 of the students answered
“None” to the question “What is the operating system of your
mobile device?”, which also clarifies that the number do not have
any kind of smartphone. 247 (68%) of the students said that they
have an Internet package on their mobile whereas 115 (32%) said
they do not have any such package. It is argued that this might be
due to the availability of Wi-Fi hotspots in the majority of the public
places (Horrigan, 2009; Taylor, Young, & Noronha, 2012).
As it can be seen from Table 2, the authors argue that high
Facebook use (f ¼ 356) might be due to the lifestyle of participants.
Recent research shows that narcissistic people update their Face-
book status more often, which supports the authors' assertion
(Pearse, 2012; Winter et al., 2014). YouTube (f ¼ 307) and Instagram
(f ¼ 250) were among the most used social networks, which was
not surprising as YouTube has more than 1 billion users with 300 h
of video uploaded every minute and Instagram has 300 million
monthly active users and 70 million photograph/video uploaded
daily (YouTube, 2015; Instagram, 2015). This indicates that YouTube
can also be a channel for supporting education in which teachers
have the chance of either finding supportive videos or uploading
videos themselves. Likewise, module/class information can be
shared on Instagram. As visualisation is effective for education
(Cadavieco, Goula ~o, & Costales, 2012; Crnovrsanin, Muelder, Faris,
Felmlee, & Ma, 2014), Authors of this paper argues that using
channels that students prefer will be effective to support their
education. Fill (2011) argued that effective dialogue happens when
people have been contacted from their preferred medium of choice.
High WhatsApp (f ¼ 280) use is also understandable as it is an
instant messaging service providing free messaging (Pachal, 2014).
Table 2
Social Network Use of respondents.
Social network (f)
Facebook 356
YouTube 307
WhatsApp 280
Instagram 250
Foursquare (Swarm) 247
Viber 212
Twitter 146
Snapchat 140
Googleþ 138
Askfm 82
Tumblr 74
Tango 67
Vine 40
The application had 900 million active users by September 2015
who contributed 64 billion messages per day (D'Onfro, 2015;
Statista, 2015). This application could be used for instant notifica-
tion for students if there is a schedule change or a class dismissal.
Twitter was one of the least used social networks among students
(f ¼ 146), which is not a good sign as previous research showed that
it can be effective for life-learning education of the students
(Grosseck & Holotescu, 2011). Nevertheless, as 38% of the students
were using Twitter, this still indicates that this social network can
be used for further studies although student preferences within the
social network must be taken into consideration. In addition to
Twitter, low Google þ use (f ¼ 138) was not surprising as it is not a
common social network used by students. It is advised that
teachers must not have interaction with their students through
their private social networks, they can participate via schools'
groups on social media. It is argued that social networks will be
ever more connected in the future, and thus it will be advantageous
if social network accounts of schools or modules were connected.
4.2. Highest and least ranked statements of respondents
The highest and lowest ranked statements given by the results
are shown below;
4.2.1. Highest ranked statements
As highlighted by Table 3, statement H1, “I communicate by
Facebook” was the highest ranked choice (M: 3.98), which was not
surprising as Facebook is one of the most used communication
platforms (Sachoff, 2009; Wu & Lo, 2014). Statement H2, “I share
pictures on Facebook” was the second highest choice (M: 3.85),
which is a decent indication that the lecture notes should include
pictures, as visualisation is effective for the effective learning of
students (Cadavieco et al., 2012; Crnovrsanin et al., 2014). If pic-
tures are used, it may trigger sharing of lecture notes via social
networks which may support learning of students. High Facebook
sharing can be interpreted as an indication of narcissism (Pearse,
2012; Marshall et al., 2015). Statement H3, “I follow news on
Facebook” was the third highest choice, which demonstrates that
students can follow school news and information updates from
Facebook. Statement H4, “Content I share changes according to my
mood” received (M: 3.56). From this statement it can be understood
that there is a risk of low engagement in lectures if students see
something that can affect their mood on Facebook. Statement H10,
“I know that swearing on Facebook is a form of misconduct (is not
legal)” was in the highest 10 (M: 3.24), which is a good sign indi-
cating that students will act according to the school rules and
regulations.
In addition, there is also a risk that shy students might not
engage in Facebook, if the network will be used as supportive
learning environment where it is seen from the Statement H8 “My
profile picture is alone” was the 8th highest ranked choice
(M ¼ 3.33) among the 51 statements, showing that there may be an
indication of narcissism. Nevertheless, the highest 10 statements
%
indicate that students have a high tendency to share content (e.g.
98 pictures, songs, news, videos) on Facebook and have high use for
85
77
communication which indicates their engagement within the social
69 network is high. This also supports the 98% use statistics amongst
68 social networks. “Nice picture comments increase my confidence”
59 is among the highest ranked statements. Along the same lines,
40
Bright, Kleiser, and Grau (2015) indicated that confidence decreases
39
38 social media fatigue. Thus, it could be mentioned that participants
23 do have a significant confidence as they extensively use Facebook.
20 “My profile picture is up to date” is also the highest ranked state-
19 ment. In addition to this, students frequently share content which
11
can be interpreted that they are following recent styles and trends
 T. Kaya, H. Bicen / Computers in Human Behavior 59 (2016) 374e379 377

Table 3
Highest ranked statements.

Statement Mean Std.

H1 e I communicate by Facebook. 3.98 1.034

H2 e I share pictures on Facebook 3.85 1.094
H3 e I follow news on Facebook. 3.65 1.191
H4 e Content I share changes according to my mood. 3.56 1.405
H5 e I follow specific friends on Facebook. 3.55 1.258
H6 e I use Facebook just for fun. 3.53 1.193
H7 e I share songs on Facebook. 3.43 1.355
H8 e My profile picture is alone 3.33 1.405
H9 e I share news on Facebook. 3.26 1.337
H10 e I know that swearing on Facebook is a form of misconduct (is not legal). 3.24 1.531
H11 e I share videos on Facebook. 3.24 1.36
H12 e I follow specific brands/products on Facebook. 3.15 1.296
H13 e I check in places regularly on Facebook. 3.02 1.326
H14 e Nice picture comments increase my confidence. 3.01 1.287
H15 e My profile picture is up to date. 3.01 1.334
H16 e My other social network accounts are connected with Facebook. 2.85 1.464
H17 e I use Facebook in order to meet with new people. 2.81 1.31

and act accordingly, supported by the findings of Wu et al. (2015). “I
use Facebook in order to meet with new people” is amongst the
highest ranked statements, which contradicts the findings of
Ortigosa, Carro, et al. (2014) and Ortigosa, Martín, et al. (2014).
4.2.2. Least ranked statements
Table 4 indicates that “I use my friends’ Facebook account” (M:
1.64) and “My privacy settings are public in order to get more likes”
(M: 1.61) received low scores, which may ensure that the security
and confidentiality problems are minimal (Turban, King, & Lang,
2012). This result contradicts the findings of Roblyer et al. (2010)
in which 15% of participants mentioned that they feel their pri-
vacy is invaded. It can be argued that students who had participated
in this research are aware of privacy issues and they prefer to keep
their shares limited to Facebook friends. “I use Facebook in order to
gossip” (M: 1.66) and “I fool/deceive people on Facebook” also
received low scores (M: 1.51) on the questionnaire. This is
encouraging as it ensures that one to one arguments will not arise
or kept minimal on Facebook. Enabling a peaceful social network
environment is important as otherwise relationships can be
damaged between students (Mollenhorst, Volker, & Flap, 2014).
Surprisingly “I change my profile picture in order to get attention”
was one of the least ranked choices, contradicting the findings of
Wu et al. (2015).
4.3. Medium ranked statements
Table 5 indicates that participants do not usually play games,
share trailers and their own videos or use Facebook to find popular
places either. In spite of “Nice picture comments increase my
confidence” (M: 3.01) being 14th and in the highest ranked state-
ments, “My Facebook use increases my confidence” (M: 2.38) was
29th answer, which shows that Facebook use did not affect the
confidence of the participants. There was no indication of depres-
sion as “I feel isolated when I cannot login to Facebook” (M: 2.14)
and “Negative picture comments depress me” scored (M: 1.93).
5. Conclusion and future studies
In this research it is argued that Facebook will be an alternative
for communication of students. It is also highlighted that as
smartphone ownership is high (87%), students are digital natives
and have access to Wi-Fi, it is easy to communicate via Facebook.
Along the same lines, Facebook can also be used as a communica-
tion medium for consulting students after school hours. They can
open conversation groups for their modules or related homework/
projects. By this approach, students will become able to commu-
nicate both with classmates and teachers. A fast and effective
communication method will also enable after class help when it is
required. This shows that, there is an opportunity for Facebook to

Table 4
Least ranked statements.

Statement Mean Std.

L17 e I start up new debates by Facebook. 2.01 1.205

L16 e My privacy settings are public in order to get more likes. 1.99 1.153
L15 e I use Facebook for Politics. 1.98 1.17
L14 e Negative picture comments depress me. 1.93 1.119
L13 e I share my Facebook password with my friends. 1.81 1.245
L12 e I accept every friend request. 1.76 1.124
L11 e I change my profile picture in order to get attention. 1.70 1.063
L10 e I use Facebook in order to gossip. 1.66 1.125
L9 e I use my friends' Facebook account. 1.64 1.111
L8 e I use Facebook in order to get attention. 1.61 1.042
L7 e My privacy settings are public in order to get more likes. 1.61 1.042
L6 e I fool/deceive people on Facebook. 1.51 1.082
L5 e My profile picture is a famous person. 1.44 1.003
L4 e I can buy Likes on Facebook. 1.37 .945
L3 e I can buy followers on Twitter. 1.35 .887
L2 e I update my relationship status instantly in order to get attention. 1.34 .910
L1 e I can buy Retweets on Twitter. 1.31 .832
378 T. Kaya, H. Bicen / Computers in Human Behavior 59 (2016) 374e379
Table 5
Medium ranked statements.
Statement
M1 e I follow famous people on Facebook.
M2 e My details are up to date.
M3 e I change my privacy according to closeness.
M4 e My profile picture is with my friends.
M5 e I check Facebook but I do not like or comment on the content that people share.
M6 e I change my profile picture regularly.
M7 e I check my previous partners' Facebook profile.
M8 e I share trailers on Facebook.
M9 e I share my own videos on Facebook.
M10 e I play games on Facebook.
M11 e I use Facebook in order to find out popular places.
M12 e My Facebook use increases my confidence.
M13 e I generate new ideas by Facebook.
M14 e I use Facebook in order to check mutual friends.
M15 e I become upset if I do not receive any likes or comments on my status/pictures or content that I had share.
M16 e I feel isolated when I cannot login to Facebook.
M17 e I accept friend request according to the gender.
be employed as supporting learning environment.
People use Facebook as a communication tool as instant
communication is very important in today's world. As mobile de-
vice (smartphone, tablets, wearable etc.) ownership increases, it is
becoming easier for people to share information via social net-
works, and this may affect their popularity online. Moreover, stu-
dents are following news and get opinions about current trends.
Students reflect their mood using social networks which can be
understood from their updates. In this way, they frequently update
their information and are able to follow what is popular and act
accordingly. They use Facebook for entertainment, sharing songs
and also following specific friends who have the same interests.
Students are aware of what bad behaviour is on Facebook, which is
a good sign. It could be argued that they have confidence as their
profile picture is alone and have indicated that nice comments
increase their confidence. Participants know how to control their
privacy settings, are conscious about their privacy, and do not make
public shares in order to receive more likes. In addition, negative
comments do not upset them, which means they are not directly
affected by comments in the virtual environment. They do not
change their profile picture in order to get attention, and video
related activities (sharing trailers or updating their own videos) are
not popular. Moreover, Facebook is not frequently used to find
popular places.
Furthermore, it is mentioned that students with high Facebook
engagement show more participation in university activities, which
can be a preparation step for their bachelor studies. On the other
hand, use of Facebook for educational purposes can decrease stu-
dent concentration as their shares changes according to their mood.
This shows that participation of students will be low if something
affects their mood. A high degree of Facebook sharing might indi-
cate that there are some indications of narcissism.
Nevertheless, it appears that Facebook and other social net-
works (YouTube, Instagram) are highly used among students and
there is chance that these platforms can be used as a supporting
learning environment, as long as psychological and other consid-
erations are made. As there are indications of narcissism and self-
esteem, the impact of these and social media use of students can
further be studied. It is also mentioned that the highest use of
Facebook is between 18 and 24 years old, which can be further
studied to observe attitudes of Facebook use of university students.
In addition, as there is high use of WhatsApp and Viber within
students, there is an opportunity to carry out a study on the effect of
these communication tools. Ortigosa, Carro, et al. (2014) and
Ortigosa, Martín, et al. (2014) constructed a new method where
Mean Std.
2.78 1.421
2.73 1.3
2.71 1.375
2.71 1.34
2.64 1.197
2.64 1.202
2.53 1.494
2.51 1.361
2.49 1.355
2.47 1.418
2.42 1.285
2.38 1.131
2.36 1.302
2.27 1.203
2.24 1.259
2.14 1.219
2.11 1.378
sentiment analysis of students was undertaken. Adaptation of a
similar method for WhatsApp/Viber will be useful to track student
emotion/mood and determine e-learning process accordingly.
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