The current paper presented four meta-analyses on the relationship between SNS use and
academic achievement. Our work underscores the notion that SNS use is positively
associated with academic achievement as long as SNS use is school-related. This is in
contrast to fears of many parents and teachers that the influence of SNS is inevitable
detrimental for academic achievement. SNS use unrelated to school, however, was
associated with poorer academic achievement. However, all correlations identified in
these meta-analyses were rather weak, only a small part of students’ achievement at
school and university co-varied with SNS use. A meta-analytic investigation of the time
displacement hypothesis found no support for the assumption that the intensity of social
media activities is associated with less time spent for studying. Despite the proliferation
of SNSs in societies around the world, social networking activities appear to be only
weakly related to academic achievement.
Von Caroline Marker, Timo Gnambs, Markus Appel im Text Active on Facebook and Failing at School? The popularity of social networking sites (SNSs) among adolescents and young adults has
raised concerns that the intensity of using these platforms might be associated with lower
academic achievement. The empirical findings on this issue, however, are anything but
conclusive. Therefore, we present four random-effects meta-analyses including 59 independent
samples (total N = 29,337) on the association between patterns of SNS use and grades. The
meta-analyses identified small negative effects of ρ^ = − .07, 95% CI [− .12, − .02] for general
SNS use and ρ^ = − .10, 95% CI [− .16, − .05] for SNS use related to multitasking. General SNS
use was unrelated to the time spent studying for school (ρ^ = − .03, 95% CI [− 0.11, 0.06]) and
no support for the time displacement hypothesis could be found in a meta-analytical mediation
analysis. SNS use for academic purposes exhibited a small positive association, ρ^ = .08, 95%
CI [.02, .14]. Hypotheses with regard to cross-cultural differences were not supported.
Von Caroline Marker, Timo Gnambs, Markus Appel im Text Active on Facebook and Failing at School? 
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facebook
Instagram
Multitasking
Schule
Schulerfolg
social media / Soziale Medien
Twitter
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2021-03-21) 