Needs and Facebook addiction: How important are psychological well-being and performance-approach goals?
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Needs and Facebook addiction: How important are psychological well-being and performance-approach goals? Nagaletchimee Annamalai 1 & Behzad Foroughi 2
&
Mohammad Iranmanesh 3 & Setthapoom Buathong 4
# Springer Science+Business Media, LLC, part of Springer Nature 2019
Abstract Previous studies have highlighted the negative effect of Facebook addiction on students’ academic performance. The aim of the current research was to explore the effects of students’ needs on Facebook addiction by considering the moderating effect of psychological well-being. Moreover, the moderating effect of performance-approach goals on the relationship between Facebook addiction and academic performance was explored. A total of 343 university students from Thailand were recruited to participate in this study. The hypothesized model was analysed using the Partial Least Squares technique. The results demonstrate that the effects of social and entertainment needs on Facebook addiction were significant, while recognition and information needs had no effect on Facebook addiction. The results provide evidence of the moderating effect of psychological well-being on the relationship between entertainment needs and Facebook addiction. The findings also revealed that Facebook addiction has a negative association with academic performance and that performance-approach goals positively moderate this relationship. Our findings contribute to the literature on Facebook addiction by testing the moderating effects of psychological well-being and performanceapproach goals. Keywords Social and psychological needs . Facebook addiction . Academic performance . Psychological well-being . Performance-approach goals
Introduction University students make intensive use of social networking sites (SNSs) for communication, connection and engagement. Facebook is considered to be one of the most popular among * Behzad Foroughi [email protected] Nagaletchimee Annamalai [email protected] Mohammad Iranmanesh [email protected] Setthapoom Buathong [email protected] 1
School of Distance Education, Universiti Sains Malaysia (USM), 11800 Penang, Malaysia
2
Graduate School of Business, Universiti Sains Malaysia (USM), 11800 Penang, Malaysia
3
School of Business and Law, Edith Cowan University, Perth, WA 6027, Australia
4
Puey Ungphakorn School of Development Studies, Thammasat University, Rangsit, Thailand
the various SNSs (Foroughi et al. 2019c), offering various uses and gratifications (U&G), including online self-presentation, exposure, self-expression, connection, escape, entertainment, communication and various other academic and professional uses, particularly in university settings (Datu et al. 2018; Dhir and Tsai 2017). Although Facebook can facilitate learning processes (Liu et al. 2017), it has been commonly used among university students for social purposes (communication) rather than for academic-related motives (Lambić 2016). So, even though students may use Facebook to share or gather information for academic purposes or to participate in ac
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