Students’ Profiles of Information Seeking Behaviors on Facebook: Relations to Personality, Time Management, Gender, and Facebook Use

Tuğra Karademir Coşkun, Funda Erdoğdu, Mehmet Kokoç
151 97

Abstract


This study attempts to explore for different profiles of information seeking behaviors on Facebook and to analyze whether or not personality, time management, gender and Facebook use are viable differentiating students based on the their profiles. The data were collected through self-report scales from 196 university students of the three public universities. Cluster analysis was used to explore the profiles. Discriminant analysis was performed to identify a boundary among the students’ profiles based on personality, time management, gender and Facebook use of students. We found five different clusters based on information seeking behaviors of Facebook of the students. The results shows significant differences among these clusters. The result of discriminant analysis indicates that personality, time management and Facebook use are meaningful for discriminating information seeking behavior groups of students. The study reveals that students with high scores of information seeking behavior on Facebook have also high scores on openness to experience, agreeableness, conscientiousness and extroversion, time management skills. In spite of its limitations, the study certainly adds to our understanding of profiles of students using Facebook as a source of information.

Keywords


Information seeking, Social media, Personality, Time management, Facebook

Full Text:

PDF

References


Karademir Coskun, T., Erdogdu, F., & Kokoc, M. (2020). Students’ profiles of information seeking behaviors on Facebook: Relations to personality, time management, gender, and Facebook use. International Journal of Technology in Education and Science (IJTES), 4(2), 144-159.




DOI: https://doi.org/10.46328/ijtes.v4i2.87

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 International Journal of Technology in Education and Science

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Abstracting/Indexing

   

 

International Journal of Technology in Education and Science (IJTES)-ISSN: 2651-5369

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.