Craig Ross

Personality and social characteristics of Facebook non-users and frequent users

Facebook is currently the largest social networking website with an estimated one billion of monthly active users in 2012. While most of the prior research has explored characteristics of Facebook users, less is known about the characteristics of individuals who do not use Facebook. The current study examined personality and social factors that might influence the decision to use Facebook and explored differences between Facebook non-users and frequent users. Online questionnaires examining levels of trust and self-disclosure, number of intimate friendships, peer usage of Facebook and scores on overt and covert narcissism were used for the purpose of the study. The results showed that non-users and frequent users differed on several social and personality characteristics. Facebook non-users had lower tendency to self-disclose, fewer peers participating in the social network and higher covert narcissistic traits. Frequent Facebook users scored higher on overt narcissism and reported more intimate friendships than non-users, indicating that close friendships might actually extend to social networks and contribute to a feeling of closeness and intimacy between friends in both an online and offline context.

Efficacy of Learning Modules to Enhance Study Skills

A key roadblock in students’ success in higher education involves a lack of preparedness. That is, students may be ill-equipped for demands inherent in the pursuit of an academic degree (such as managing one’s time, taking class notes, and preparing for examinations). To address these missing resources, educators have turned to offering students learning modules as face-to-face or online educational supplements. Two studies were conducted to investigate both the usefulness and effectiveness of learning modules for students in an introductory psychology course. Specifically, we compared students’ midterm and examination scores by those who received two modular skill sets (both examination-taking strategies and time management) before or after the course midterm. Students’ relative levels of each of perceived motivation, interest, and effectiveness of the modules were measured at the conclusion of the course. Results showed a significant association between module receipt and improved performance on the midterm and final examination, regardless of when the modules were presented (that is, either before or after the midterm). Additionally, students who completed the modules indicated that they enjoyed them, scoring significantly higher on their final examination. Based on these results, we encourage instructors and educational developers to design and offer learning modules to students (in first-year courses in particular) to enhance student success across their college or university experience.