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      Effects of Facebook Usage on the Academic Performance on the Undergraduate Students of Quetta City

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      Clinical Social Work and Health Intervention

      Journal of Clinical Social Work and Health Intervention

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          Abstract

          Facebook plays an important role in a student’s daily life. Facebook has great impacts on the academic performance of the undergraduate’s students in Quetta city. Facebook has infiltrated the 21st-century generations of Internet users, making it a very active means of communications, particularly among students of higher institutions of education. The purpose of this study was to identify the effects of Facebook usage on the academic performance of undergraduate students in Quetta city. The researcher takes in-depth interviews or FGD (Focus Group Discussion) from the private or government colleges of Quetta city. This study found that Facebook has positive effects on the academic performance of undergraduate students in Quetta city, the students gain a lot of information from it and easily communicate with each other's, interaction with peers, perceived usefulness, study notes or share information about research resources etc.

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          Most cited references 19

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          Connection strategies: Social capital implications of Facebook-enabled communication practices

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            Information disclosure and control on Facebook: are they two sides of the same coin or two different processes?

            Facebook, the popular social network site, is changing the nature of privacy and the consequences of information disclosure. Despite recent media reports regarding the negative consequences of disclosing information on social network sites such as Facebook, students are generally thought to be unconcerned about the potential costs of this disclosure. The current study explored undergraduate students' information disclosure and information control on Facebook and the personality factors that influence levels of disclosure and control. Participants in this online survey were 343 undergraduate students who were current users of Facebook. Results indicated that participants perceived that they disclosed more information about themselves on Facebook than in general, but participants also reported that information control and privacy were important to them. Participants were very likely to have posted information such as their birthday and e-mail address, and almost all had joined an online network. They were also very likely to post pictures such as a profile picture, pictures with friends, and even pictures at parties and drinking with friends. Contrary to expectations, information disclosure and information control were not significantly negatively correlated, and multiple regression analyses revealed that while disclosure was significantly predicted by the need for popularity, levels of trust and self-esteem predicted information control. Therefore, disclosure and control on Facebook are not as closely related as expected but rather are different processes that are affected by different aspects of personality. Implications of these findings and suggestions for future research are discussed.
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              The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement

               Reynol Junco (2012)
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                Author and article information

                Journal
                Clinical Social Work and Health Intervention
                cswhi
                Journal of Clinical Social Work and Health Intervention
                2222386X
                20769741
                July 30 2019
                June 28 2019
                July 30 2019
                June 28 2019
                : 10
                : 2
                : 70-79
                Article
                10.22359/cswhi_10_2_10
                © 2019

                This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

                Psychology, Social & Behavioral Sciences

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