Social-Networking Site Use, Multitasking, and Academic Performance among University Students in the United States and Europe

Although a direct link between Social-Networking Site (SNS) use and Grade Point Average is debatable, some have theorized that the negative relationship may be due in part to multitasking. An increasing number of studies have observed that university students engage in several multimedia activities (e.g., IMing, SNS-use, YouTube) while simultaneously performing their academic tasks. Thus, multitasking may be one mechanism driving the negative relationship between SNS-use and academic performance. No studies have sought to examine the role of multitasking as a moderator in the above relationship comparing the United States and Europeans. This research deals with the moderating role of multitasking with SNS.

Summary

This study investigates the impact of multitasking on the relationship between Social Networking Site (SNS) use and academic performance from an international perspective. It provides a description and comparison of college students’ perceptions of multitasking in general and multitasking with SNSs in the United States (US) and Europe. Additionally, a model of the moderating effects of multitasking on the relationship between SNS-use and academic performance is created. The main research questions are:

(1) How do college students’ perceptions of multitasking and SNS use compare in the US and Europe and

(2) Does SNS multitasking while studying moderate the relationship between SNS use and academic achievement for both US and European students?