Abstract
This study proposes a model and validates it with the help of uses
and gratifications theory, displacement theory and the individual
differences theory. The tenets of the proposed model are: the
associations of the educational motives with Facebook use; the
association of perceived consequences resulting from Facebook
use with the Facebook use; the interactional effect of the weekly
time patterns and gender for Facebook use; the interactional effect
of the daily and weekly time patterns for the educational motives
for Facebook use; and the interactional effect of the daily and
weekly time patterns for the perceived consequences resulting
from Facebook use among university students in Lahore. By using
convenience sampling technique, students are selected from the
population of educational institutions in Lahore. The variance
explained in the dependent variable of motives for Facebook
usage and the perceived consequences is 22.9%. Both variables of
educational motives (β = .402) and the perceived consequences (β
= .200) have made significant contribution to the prediction of
Facebook usage but the former has made the unique one. Male
students are using Facebook more than the female students (η2 =
.01). The interaction effect of daily and weekly time patterns have
small effects on educational motives (η2 = .038) and the perceived
consequences (η2 = .032). Facebook is found empowering the
students for the educational motives, however university
students perceive that Facebook use has consequences when they
use it for more than two hours in different parts of the day.
Anjum Zia, Mudassar Hussain, Zaeem Yasin. (2020) Educational Motives and Perceived Educational Consequences as Predictors of Facebook Usage, Journal of Media Studies, Volume-35, Issue-2.
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