Online social networks: Why do students use facebook?

By Christy M. K. Cheung, Pui-Yee Chiu, Matthew K. O. Lee. Computers in Human Behavior, 2011

1,515 citations recorded by the source corpus.

Subfields: Communication, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/b68cf3e44fb0e7d8f34cf8b3f7822c6e5f37fa49

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Citations in the corpus

Are Health Behavior Change Interventions That Use Online Social Networks Effective? A Systematic Review (2014, result): “Furthermore, entertainment is recognized as being a key motivator for Facebook use [34]; the friendly-competitive tone of the Foster intervention was probably consistent with this.”
Students' perceptions of Facebook for academic purposes (2014, methodology): “Cheung et al. (2011) conceptualized the use of SNS as intentional social action and analyzed the role that social influence, social presence, and the five key values from the uses and gratification paradigm can play on theWe-Intention1 to use SNS.”
Electronic word-of-mouth (eWOM) on WeChat: examining the influence of sense of belonging, need for self-enhancement, and consumer engagement on Chinese travellers’ eWOM (2019, methodology): “Recent research demonstrates a positive effect of consumer engagement on social media participation and eWOM (Chan et al. 2014; Cheung, Chiu, and Lee 2011; Zhao et al. 2016).”
Online Social Networking and Addiction—A Review of the Psychological Literature (2011, background): “Another study by Barker [37] presented similar results, and found that collective self-esteem and group identification positively correlated with peer group communication via SNSs. Cheung, Chiu and Lee [38] assessed social presence (i.e., the recognition that other persons share the same virtual rea”
Making and breaking relationships on social media: the impacts of brand and influencer betrayals (2021, background): “The benefits of social media are numerous, including the fact that social media platforms enable new possibilities to interact and maintain relationships with friends and loved ones (e.g., boyd and Ellison, 2007; Cheung et al., 2011; Dhir et al., 2018; Gennaro and Dutton, 2007).”
Social media adoption: The role of media needs and innovation characteristics (2015, background): “Evidence from past studies have so far little emphasized the technology innovation characteristics, which represent added value to the social media (Cheung et al., 2010; Shin & Shin, 2011; Fischer & Reuber, 2011).”
The uses and abuses of Facebook: A review of Facebook addiction (2014, background): “In the study performed by Elphinston and Noller (2011), the three items on the Facebook Intrusion Scale with the highest individual mean scores were ‘I often use Facebook for no particular reason’, ‘I feel connected to others when I use Facebook’, and ‘I lose track of how much I am using Facebook’. ”
Social Motivations To Use Gamification: An Empirical Study Of Gamifying Exercise (2013, background): “Recognition fundamentally describes the social feedback users receive on their behaviours: users interacting with other users (Cheung et al., 2011; Lin, 2008).”
Expanding the Technology Acceptance Model with the Inclusion of Trust, Social Influence, and Health Valuation to Determine the Predictors of German Users’ Willingness to Continue using a Fitness App: A Structural Equation Modeling Approach (2018, methodology): “The impact of descriptive social norm in an online social networking context (OSN) has also been documented in research into the use of OSN sites (Chen, Yen, & Hwang, 2012; Cheung, Chiu, & Lee, 2011) and OSN use-related behavior (e.g. photo sharing; Beldad & Hegner, 2017).”
Social Media Use in Higher Education: A Review (2018, background): “Thus, while some studies [23,37] show that students use Facebook mainly in order to increase their communal presence, some others [27,38] claim that Facebook use affects students’ education, either directly or indirectly.”