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The Wedges
FACEBOOK, ACADEMIC PERFORMANCE, MULTITASKING AND SELF-ESTEEM

Tajana Ljubin Golub, Ph.D. Department for Educational Sciences, Faculty of Teacher Education University of Zagreb, Croatia Marina Miloloža Department for Educational Sciences, Faculty of Teacher Education University of Zagreb, Croatia

ABSTRACT
Objectives of this study were to compare Facebook users and non-users on self-esteem and academic achievement variables and to investigate the factors related to perceived positive and/or negative impact of Facebook on academic performance. A total of 277 Croatian undergraduates participated in the study, 99 (35.7%) of which were male and 178 (64.3%) female. Facebook users were younger in comparison to non-users, but did not differ in any variable of academic achievement (GPA, hours per week spent studying, academic performance proficiency) or in self-esteem. Self-esteem was correlated positively with frequency of using Facebook for communication with friends. There was no significant positive relation between self-esteem and GPA, but self-esteem was positively correlated with academic performance proficiency. As predicted, students’ perceived positive impact of Facebook on their academic performance was found to be positively related to their Facebook intensity and to frequency of Facebookbased communication for academic purposes, even after controlling for Facebook intensity. As predicted, students’ perceived negative impact of Facebook on their academic performance was positively related to Facebook intensity. Active multitasking, i.e. interrupting studying or homework with Facebook activities, was predictive even after intensity of using Facebook and recreational purpose were controlled for. The study demonstrated the important role of multitasking in the relationship between Facebook and impaired academic performance. Keywords: Facebook, academic performance, GPA, multitasking, self-esteem

Introduction
Facebook: prevalence of use, means of access,


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