Likewise, Wilson (2009) reported in The Australian that the negative effect of Facebook in students grades is due to putting off schoolwork; because of the addictive nature of scrolling through photos, reacting to messages and viewing video clips, a student’s attention is diverted from his schoolwork onto Facebook skimming without noticing the passing of time.
While many studies prove the negative impact of Facebook on grades, there are, however, also those that disprove this relationship. A more recent study by Pasek, More and Hargittai (2009) found that based on data gathered from a nationally representative sample of American 14- to 22-year-olds, there was no significant relationship between the use of Facebook and the level of grades and that changes in academic performance were no different from non-users. The Pasek study noted that “if anything, Facebook is more common among individuals with higher grades”. Those who have formed an obsession with the service and are constantly connected to it could not be healthy nor helpful to a student’s studies, but anything overdone is likely to be harmful. Used in moderation as it was intended to be used, there is little connection between grades and the usage of Facebook.
There are other broader effects that the use of Facebook has not only on students but society in general. It seems that the particular attraction of Facebook compared to other online services is the relative lack of commercial advertisements, making the interaction feel personal (McConnell, 2009).