This study investigated the effects of self-monitoring of Facebook use on students’ self-regulation. Twenty-one college freshmen students participated in the study. For two weeks, the students were asked to monitor the duration of daily Facebook use and each night answered an online Facebook standardized diary on time spent using Facebook and self-regulation particularly schoolwork-related goal attainment. Data were analyzed using a One-Way Repeated Measures ANOVA. Findings revealed that self-monitoring of Facebook use was significantly related to both duration of Facebook use and students’ self-regulation. There were overall significant differences between means of duration in Facebook use and self-regulation scores within the two-week period. There was also a significant decrease in Facebook time and significant increase in self-regulation scores. Students perceived that monitoring their Facebook use made them more aware of actual time spent using Facebook and how this can be a great source of distraction from doing schoolwork.
Annalyn De Guzman Capulong, University of the Philippines, the Philippines