The impact of information technologies has radically transformed the classroom in less than a generation. One potentially not so welcome technology into the classroom has been social networking sites. While social networking sites can help foster relationships among students, too much of a good thing can negatively impact course performance. This study surveys 219 college aged students and investigates the impact of problematic social network use on final course performance. Drawing from Social Cognitive Theory this paper develops a set of testable hypotheses and the data demonstrates that a negative relationship exists between problematic social network use and course performance (as measured by final letter grade). Classroom strategies that professors implement, and other remedies universities can employ to address this finding are discussed.

信息技术的影响在不到一代人的时间里从根本上改变了课堂。一种可能不太受欢迎进入课堂的技术是社交网站。虽然社交网站可以帮助培养学生之间的关系，但太多的好事会对课程表现产生负面影响。本研究调查了 219 名大学生，并调查了有问题的社交网络使用对最终课程表现的影响。本文借鉴社会认知理论，提出了一组可检验的假设，数据表明有问题的社交网络使用与课程表现（以最终字母等级衡量）之间存在负相关关系。讨论了教授实施的课堂策略，以及大学可以用来解决这一发现的其他补救措施。