caa a22 4500 606239286 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150901xx s 000 0 eng 10.1007/s11218-015-9297-7 doi (NATIONALLICENCE)springer-10.1007/s11218-015-9297-7 Relationships between time-management skills, Facebook interpersonal skills and academic achievement among junior high school students [Elektronische Daten] [Hsien-Chang Tsai, Shih-Hsiung Liu] Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement of adolescents, and further investigates the predictors of academic achievement. In total, 1052 valid questionnaires were obtained from Taiwanese junior high school students. Data were analyzed using Pearson correlation analysis and multiple regression analysis. Analytical results reveal that Facebook-based interpersonal skills are negatively correlated with academic achievement, implying that Facebook-based interpersonal skills for social rather than for academic purposes in daily life are deterrent forces for academic achievement. Additionally, this correlation between interpersonal skills and academic achievement was moderated by time-management skills. Above results demonstrate that adolescents who converse less with friends for social purposes on Facebook may contribute to their academic performance, owing to their effective time-management skills. Based on a comparison with the results of the literature, we conclude that use of Facebook can increase the quality of interpersonal interactions for learning among adolescents, ultimately improving their academic achievement. Springer Science+Business Media Dordrecht, 2015 Academic achievement nationallicence Adolescents nationallicence Facebook nationallicence Interpersonal skills nationallicence Time-management skills nationallicence Tsai Hsien-Chang Department of Biology, National Changhua University of Education, Changhua City, Taiwan aut Liu Shih-Hsiung Center for Teacher Education, National Changhua University of Education, No. 1, Jin-De Road, Changhua City, Taiwan aut Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 503-516 1381-2890 18:3<503 2015 18 11218 https://doi.org/10.1007/s11218-015-9297-7 text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9297-7 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Tsai Hsien-Chang Department of Biology, National Changhua University of Education, Changhua City, Taiwan aut NATIONALLICENCE 700 1- Liu Shih-Hsiung Center for Teacher Education, National Changhua University of Education, No. 1, Jin-De Road, Changhua City, Taiwan aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 503-516 1381-2890 18:3<503 2015 18 11218