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Gender as a moderator of the relationship between Facebook® addiction and self-efficacy for learning in a college sample: the mediating effect of deliberative belief

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  • Chun-wen Lin

    (National Pingtung University of Science and Technology)

Abstract

The present study explores the mediating role of deliberative belief and the moderating role of gender on the relationships between Facebook® addiction and self-efficacy for learning among 690 college students. Self-administered questionnaires, including a Facebook® Addiction Scale, a Deliberative Belief Scale and a Self-efficacy for Learning Scale were utilized to collect the data. The results indicated that there was a negatively significant relationship between Facebook® addiction and deliberative belief (β = − 0.25, p

Suggested Citation

  • Chun-wen Lin, 2018. "Gender as a moderator of the relationship between Facebook® addiction and self-efficacy for learning in a college sample: the mediating effect of deliberative belief," Quality & Quantity: International Journal of Methodology, Springer, vol. 52(6), pages 2435-2454, November.
    • Handle: RePEc:spr:qualqt:v:52:y:2018:i:6:d:10.1007_s11135-017-0576-6
    DOI: 10.1007/s11135-017-0576-6
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    References listed on IDEAS

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    1. Charles S. Taber & Milton Lodge, 2006. "Motivated Skepticism in the Evaluation of Political Beliefs," American Journal of Political Science, John Wiley & Sons, vol. 50(3), pages 755-769, July.
    2. Ledyard Tucker & Charles Lewis, 1973. "A reliability coefficient for maximum likelihood factor analysis," Psychometrika, Springer;The Psychometric Society, vol. 38(1), pages 1-10, March.
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    Cited by:

    1. Muhammad Riaz & Sherani, 2021. "Investigation of information sharing via multiple social media platforms: a comparison of Facebook and WeChat adoption," Quality & Quantity: International Journal of Methodology, Springer, vol. 55(5), pages 1751-1773, October.
    2. Zhou, Da & Liu, Jinqing & Liu, Jian, 2020. "The effect of problematic Internet use on mathematics achievement: The mediating role of self-efficacy and the moderating role of teacher-student relationships," Children and Youth Services Review, Elsevier, vol. 118(C).

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