Comparing actual and self-reported measures of Facebook use

By Reynol Junco. Computers in Human Behavior, 2013

377 citations recorded by the source corpus.

Subfields: Communication, Information Systems and Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/e5a12d791f4dbf455ccef696b1b78415c73e2e39

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Citations in the corpus

The Accuracy and Validity of Self-Reported Social Media Use Measures Among Adolescents (2021, background): “Finally, adolescents were more likely to overestimate their time spent on the internet than adults (Jürgens et al., 2019; Scharkow, 2016).”
A systematic review and meta-analysis of discrepancies between logged and self-reported digital media use (2021, methodology): “Influence diagnostics, performed with the ‘metafor’ package 83 , indicated a single outlier in this sample 50 ( n = 45, r = 0.87).”
Student class standing, Facebook use, and academic performance (2015, methodology): “…variables were included in their own block because previous research has found the effect of gender, socioeconomic status and/or ethnicity in relation to technology use is significant (Cooper & Weaver, 2003; DiMaggio, Hargittai, Celeste, & Shafer, 2004; Junco, 2013b; Junco, Merson, & Salter, 2010).”
Are Social Media Ruining Our Lives? A Review of Meta-Analytic Evidence (2019, background): “However, the validity of self-reported technology use seems to be rather limited because many respondents are unable to accurately estimate their time use (Araujo, Wonneberger, Neijens, & de Vreese, 2017; Junco, 2013; Scharkow, 2016).”
Selfies and personality: Who posts self-portrait photographs? (2016, positive): “…traditional paper-and-pencil questionnaires used in Study 1 enabled us to reach a large, diverse group of participants, whereas the Facebook analysis used in Study 2 increased the reliability and validity of our findings, as actual and self-reported measures of OSN use might differ (Junco, 2013).”
The Accuracy of Self-Reported Internet Use—A Validation Study Using Client Log Data (2016, background): “Focusing on Internet use, and specifically Facebook activities, both Goulet and Hampton (2012) and Junco (2013) found that self-reports overestimated observed use, but survey and log-file measures were moderately correlated.”
A Tale of Four Platforms: Motivations and Uses of Facebook, Twitter, Instagram, and Snapchat Among College Students? (2017, background): “It is noteworthy that the averages reported here are specific to a college-student sample and are in line with previous research (e.g., Ellison, Steinfield, & Lampe, 2010; Junco, 2013); thus, differences with a general population sample are inevitable.”
Correction Experiences on Social Media During COVID-19 (2021, background): “People may not be able to accurately report their social media experiences (Junco, 2013), and recognizing misinformation requires knowledge of what is correct or incorrect, which is challenging for most people (McGrew et al., 2018).”
Accidental exposure to politics on social media as online participation equalizer in Germany, Italy, and the United Kingdom (2016, background): “However, we reached opposite conclusions to Kim et al. (2013), who tested different models in studying an American sample.”
The invisible addiction: Cell-phone activities and addiction among male and female college students (2014, background): “While any biases in estimated time are likely similar across activities, Junco (2013) calls for improved measures of time spent on Facebook.”
The Media and Technology Usage and Attitudes Scale: An empirical investigation (2013, methodology): “Methods for assessing technology usage A survey of recent research indicates that there are four current methods for assessing general technology usage including: (1) time measured in hours or minutes per day or per usage (Becker, Alzahabi, & Hopwood, 2012; Carrier, Cheever, Rosen, Benitez, & Chang,”
Uses and Gratifications of Problematic Social Media Use Among University Students: a Simultaneous Examination of the Big Five of Personality Traits, Social Media Platforms, and Social Media Use Motives (2018, background): “Facebook has gone beyond the organization’s initial goal of finding old friends by constantly developing its capabilities (Junco 2013) such as sharing photos or videos, commenting, creating stories, updating status, private messaging, tagging, and, more recently, broadcasting live streams.”
Social Media Use, Engagement and Addiction as Predictors of Academic Performance (2015, background): “The pervasiveness of social media, such as Twitter, Instagram, and SnapChat continues to rise affording people remarkable opportunities to communicate through social networks (Nadkarni & Hoffman, 2012; Junco, 2013).”
Teacher peer support in social network sites (2016, background): “In addressing the question of support in SNSs we focus on the platform Facebook, due to its popularity within English-speaking nations and its widespread use by teachers (Junco, 2013).”
The relationship between Instagram use and indicators of mental health: A systematic review (2021, background): “Indeed, previous studies illustrate that self-reported estimates of intensity of SNS use significantly differ from objective indicators of smartphone or SNS use (e.g., Boase & Ling, 2013; Junco, 2013).”
Growing closer on facebook: changes in tie strength through social network site use (2014, background): “Most prior research on SNS has typically relied on self-report surveys, which tend to be inaccurate measures of interpersonal communication [3,19].”