The Mediating Role of Attachment in Extended Technology Use: Insights from Pakistani College Students' Social Networking Site Usage

Abstract

Teachers are discussing the use of social media like Facebook and Myspace in schools. A study was conducted to identify the factors influencing college students' use of social networking sites. The modified DTAM framework was used to measure college students' Facebook use. The study hypothesized that psychological distress could moderate the effects of attachment, attitude towards use, perceived ease of use, and intention to use on actual usage. We conducted a survey of 500 college students from Karachi and found that perceived enjoyment and usefulness have a positive impact on perceived ease of use, leading to attachment and a positive attitude towards Facebook use. Attachment, attitude towards use, and perceived ease of use also have a direct positive impact on actual usage. Perceived usefulness has a positive effect on attachment, attitude towards use, and intention to use, while perceived enjoyment has a positive effect on intention to use. The role of psychological distress remains inconclusive. In conclusion, our study provides empirical evidence to support the claim that the state of attachment impacts actual usage, and that the DTAM framework is viable for explaining actual usage of Facebook among Pakistani college students. We also discuss the implications, limitations, and potential expansions of our study