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Results show educational motives significantly predict Facebook usage compared with perceived academic consequences, while time-pattern effects are tested via two-way ANOVA. Students report limited belief in strong negative effects, yet after extended daily or interval-based use they perceive negative academic outcomes. Recommendations include limiting daily use and using Facebook informally in pedagogy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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indicate about predictors of Facebook usage?",{"text":72,"@type":64},"Educational motives significantly contribute to predicting Facebook usage more than perceived academic consequences.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596157,1792161496,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & 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Negative Consequences of Facebook Usage among University Students  \nMuhammad Shabbir Sarwar *, Mudassar Hussain** and Waqar Ul Haq***  \nAbstract  \nThere is conflict in previous research about the prospects and the consequences of Facebook raising eyebrows whether to use Facebook in a pedagogical design. This paper analyzed the educational motives and the perceived academic consequences as the predictors of Facebook use, besides explaining the interaction effects of time patterns (daily and weekly) on the educational motives (prospects) and perceived academic consequences (curse).The theoretical support was extended from the Uses and Gratification and the Displacement theories, while the data was collected through survey from the public and private sector universities of Lahore, by applying the convenience sampling technique (n=559) . The multiple regressions found that the variable of educational motives(prospect) made significant contribution to the prediction of Facebook usage when compared with the perceived academic consequences (curse) . The university students gratified their educational needs from Facebook and they were active for seeking these motives but were less of the opinion that Facebook had negative effects on their academics. The Two-Way ANOVAs were applied to explain the interaction effects. There was a significant difference between the daily and weekly time consumption of students for the educational motives and the perceived consequences. However, the students after two hours of usage on daily basis or in different intervals ofthe week perceived that the Facebook usage resulted into the negative academic consequences. The study recommends that university students daily use of Facebook should not exceed two hours. The teachers should use Facebook informally and integrate it in pedagogy to stimulate students interest.  \nKeywords: Facebook usage, educational motives, perceived academic consequences, time patterns, university students, Lahore  \n*  \nAssistant Professor at Institute of Communication Studies, University of the Punjab, Lahore Email: [shabbir.ics@pu.edu.pk](shabbir.ics@pu.edu.pk)  \n**  \nPhD scholar at ICS Punjab University and Lecturer at University of South Asia, Lahore [Email: mudassar-hussain@usa.edu.pk](Email: mudassar-hussain@usa.edu.pk)  \n***  \nAssistant Professor at Institute of Communication Studies, University of the Punjab, Lahore [Email: waqarulhaq63@yahoo.com](Email: waqarulhaq63@yahoo.com)  \nIntroduction  \nThe social network sites are,“the web-based services that allow individuals to construct a public or semi-public profile within a bounded system, articulate a list of other users with whom they share a connection, and view and traverse their list of connections and those made by others within the system” (Boyd & Ellison, 2007, p.211) . Beginning in September 2005, Facebook management as part ofits expansion plan took the decision to allow Facebook use to high school level students, corporate professionals, and finally, everyone (Boyd & Ellison, 2007) . Students who were involved in online relationships were found to be those who were willing to communicate in real life justifying the rich get richer hypothesis, which states that the internet primarily benefits extraverted individuals (Sheldon, 2008) . The social networking site of Facebook is also a broader category of social media and the social medium is any website that allows social interaction and these sites offer youth a portal for entertainment and communication (O’Keeffe et al., 2011, p.800) . Facebook is found to be the social networking site for remaining in contact among students. Female students aged 22 and above were found tobe the excessive Facebook users and the students were found to be using Facebook for social interaction, communication, educational and religious gratifications (Shahnaz, 2011) . The youth were found to be motivated by virtual companionship, escape, interpersonal ","cbCaij3a0uB8ZRbW","https://ap.wps.com/l/cbCaij3a0uB8ZRbW","pdf",205574,14,"English","# Abstract\n# Keywords\n# Introduction","[{\"question\":\"What does the paper study regarding Facebook use among university students?\",\"answer\":\"It studies educational motives and perceived academic consequences as predictors of Facebook usage, and tests how daily and weekly time patterns interact with these motives and consequences.\"},{\"question\":\"How were the data and sample collected for this study?\",\"answer\":\"Data were collected through a survey from public and private sector universities of Lahore using convenience sampling, with a sample size of n=559.\"},{\"question\":\"What do the multiple regression results indicate about predictors of Facebook usage?\",\"answer\":\"Educational motives significantly contribute to predicting Facebook usage more than perceived academic consequences.\"}]","Educational Motives versus Perceived Negative Consequences of Facebook Usage among University Students | PDF",1792082549,35]