Impact of Social Network on Students’ Academic Performance
Keywords:
Network, Social Network, University, Students, UtilizationAbstract
Students in Nigeria tertiary institutions have now turned their attention to the use of social network for the purpose of studying, conducting research, collaborating and obtaining general information, with more attention given to the internet as a result of its numerous benefits, students who have access to this technology have lost some level of sig- nificant interest in using the library. This study specifically investigates the impact of social network on students’ academic performance. The findings of the research showed that there is significant relationship between social network and student academic performance. the result revealed that gender has no relationship on undergraduates use of social network and their academic achievement. The study concluded that relevant government authorities and other sponsorship bodies for education should take good measures to create awareness an sensitize students of how and why they use the social networks. Based on the finding, it was recommended that university manage- ment should organize a seminar to enlighten students on the not too-good aspects of using social networking sites as media of interaction
Downloads
References
Bandura, A. (1977). Social Learning Theory. Eaglewood cliffs: prentice Hall.
Burns, R. (1982). Self-concept development and education. London: Holt, Rinehart & Winston. Camilleri, C., & Malewska-Peyre, H. (1997). Socialization and identity strategies. In J.W. Berry, P.R. Dasen, & T.S.
Saraswathi (Eds), Handbook of cross-cultural psychology: basic processes and human development (2nd Ed, vol.2). Handbook of cross-cultural Psychology. Boston: Allyn & Bacon.
Crijen, A., Achenbach, T., & Verhulst, F. (1997). Comparisons of problems reported by parents of children in 12 cul- tures: total problems, externalizing, and internalizing. Journal of the America Academy of child adolescent psychiatry, 36, 1269-1277.
Espstein S. (1973). The self-concept revisited or a theory of a theory. American psychologist, 28, 404-416. Guinee , J.P., & Tracey, T.J.G. (1997). Effects of religiosity and problem type on counsellor description ratings. Jour-
nal of Counselling and Development, 76, 65-73.
Harter, S. (1986). Processes underlying the construction, maintenance, and enrichment of the self-concept in children, in; J. Suls & A. Greenwald (Eds.) Psychological perspectives on the self, 3,137-181. London ; Lawrence Erlbaum.
Kavar, L. F. (2015). Spirituality and the sense of self: An inductive analysis. The Qualitative Report, 20(5), 697-711. Keating A. M., & Fretz, B.R. (1990) christians’ anticipation about counselors in response to counsellor descriptions.
Journal of Counseling Psychology, 37, 293-296.
Kohlberg, L. (1984) The Psychology of Moral Development. San Francisco: Harper & Row.
La Greca, A., & Moore-Harrison, H. (2005). Adolsecent peer relations, friendships, and romantic relationships: Do they predict social anxiety and depression? Journal of Clinical Child and Adolesecent Psychology, 34 (1), 49-61.
Lawrence, D. (1996). Enhancing self esteem in the classroom. London: Paul Chapman.
Lawson, A. & Renner, J. (1974). A Quantitative Analysis of responses to Piagetian tasks and its implications for cur- riculum. Science Education 58, (4), 454-559.
Lewis, K. N., & Epperson, D. L. (1991). Values, pretherapy information, and informed consent in Christian Counsel- ling. Journal of Psychology and Christianity, 10, 113-131.
Machargo, J. (1991). The teacher and self-concept in his or her students. Theory and practice [in Spanish]. Madrid: Escuela. Espanola.
Metzeler. D.G. (1982): Preliminary considerations for developing a performance of moral Education in Nigerian con- text. Seminar Paper, University of Joy.
Morga, I. (2014). Anchoring identity in faith: Narrative of an Anglo-Asian Musilimah in Britain. The Qualitative Report, 19(3), 1-22.
Murray, Donal. (2000) Communicating the faith in an era of rapidly growing faithlessness. Address to European Epis- copal Committee for Media. Glasgow.
Shavelson, R.J, Hubner, J.J. & staton, G.G. (1976). Self-concept: Validation of construct interpretations. Review of educational Research 46 (3): 407-440.
Van Dierendonch, D. (2012). Spirituality as an essential determinant for the good life, its importance relative to self- determinant psychological needs. Journal of Happiness Studies, 13, 685-700.
Vieten, C., Scammeli, S., Pilato, R., Ammondson, I., Pargament, K., & Lukoff, D. (2013). Spiritual and religious com- petencies for psychologists. Psychology of Religion and Spirituality, 5(3), 129-144.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 International Journal Of Teacher Education & Teaching
This work is licensed under a Creative Commons Attribution 4.0 International License.
-
Copyright Ownership
All content published in this journal, including articles, images, and other materials, is the exclusive property of the journal. Authors transfer the copyright to the journal upon acceptance for publication. -
Usage Rights
The journal holds the rights to publish, reproduce, distribute, and archive all accepted works in any format or medium. Authors may share their published work for non-commercial purposes with proper acknowledgment of the journal as the original publisher. -
Open Access Policy
Articles are made available for reading and downloading for educational and research purposes. Any commercial use or reproduction requires prior written permission from the journal. -
Restrictions
Users may not alter, sell, or republish the content without formal authorization from the journal. -
Third-Party Content
Any material not owned by the journal is clearly identified, and separate permissions may be required for its use. -
Disclaimer
While every effort is made to ensure accuracy, the journal is not liable for any misuse, errors, or omissions in published content. Authors are responsible for the originality and authenticity of their submissions.
