Toker, SacipBaturay, Meltem HuriInformation Systems Engineering2024-07-052024-07-052019212365-944010.1186/s41239-019-0139-02-s2.0-85063786277https://doi.org/10.1186/s41239-019-0139-0https://hdl.handle.net/20.500.14411/3029Toker, Sacip/0000-0003-1437-6642; Baturay, Meltem Huri/0000-0003-2402-6275The present study investigates some factors affecting college students' tendency to use Facebook for different educational purposes. We reached 120 participants who were college students. Our sample comprised of 63 (52.5%) females and 57 (47.5%) males. We applied convenience sampling technique and an online questionnaire to collect data. Descriptive statistics, multiple regression analysis, and Structural Equation Modelling using IBM SPSS AMOS were utilized. The findings provide that GPA, Personal Use of Facebook for Studying and Socialization, Autonomy Psychological Need, and Academic Procrastination foresee college students' willingness to use Facebook in their courses. GPA and Personal Use of Facebook for studying are the most influential factors while Autonomy Psychological Need is the least impactful. We also examined the impact of these factors on different educational use types of Facebook: communication, collaboration, resources and material sharing. The results are discussed, and further recommendations for future research and implications are presented in the current study.eninfo:eu-repo/semantics/openAccessFacebookSocial networking sitesEducational and personal Facebook useAcademic performanceAutonomy psychological needAcademic procrastinationArticleQ116WOS:000463744900001