Antecedent, Consequences, and Policies View of Cyberloafing among the Employees

M.Dmour, Mohmmad; Bakar, Hanif Suhairi Abu; Hamzah, Mohammad Rezal

doi:10.1088/1742-6596/1529/2/022016

Cited by 7 publications

(9 citation statements)

References 49 publications

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“…However, the characteristics of the students who were classified into the recreational group were similar to previous studies that found these types of students more vulnerable to smartphone addiction (Dmoura et al, 2020 ). Students who have an addiction to their smartphones have been found to be spontaneous users, rarely plan the amount of time they spend online (Gökçearslan et al, 2016 ), spend excessive time on their smartphones every day, and feel anxious when they do not have access to them (Samaha & Hawi, 2016 ).…”

Section: Discussionsupporting

confidence: 81%

Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement

Yoon

Yun

2021

Asia Pacific Educ. Rev.

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As smartphones are emerging as a common device for adolescent, prior studies have provided theoretical and empirical evidence for the factors affecting adolescent smartphone use. However, mainstream research has tended to focus on the negative effects of smartphone. Even though smartphone use can have adverse outcomes, it may also allow students to engage in flexible mobile learning, gain access to important information about their possible future careers and achieve their personal goals. To fill this gap in adolescent smartphone usage, this study explored the smartphone usage patterns of adolescent subpopulations and the associations with their self-control, achievement goals, and academic achievements. Data were collected from 2341 s-year high school students as part of a larger longitudinal panel study. Three distinct smartphone usage profiles were identified in the latent profile analysis: learning, recreational use, and minimal use. Respondents with high perseverance were assigned to the learning group, and respondents with lower compliance and perseverance were assigned to the recreational group. The achievement goal score was found to be the highest in the learning group and lowest in the recreational group. Academic achievement was found to be higher in both the learning and minimal use groups than the recreational use group. Based on these findings, the implications of this study for research and practice are discussed.

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Section: Discussionsupporting

confidence: 81%

Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement

Yoon

Yun

2021

Asia Pacific Educ. Rev.

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“…While our study reaffirms educators' concerns about classroom cyberloafing for social purposes (Khomiakova, 2022;Mlotek-Marion, 2022;Sevinç & Dogusoy, 2022), previous research has identified various factors contributing to cyberloafing behavior, such as cultural factors, boredom, and low engagement in academic activities (Dmour et al, 2020;Rana et al, 2019). Regarding the Nigerian context, it is worth exploring whether cultural values, educational policies, or other socioeconomic factors might encourage students to engage in cyberloafing activities during class.…”

Section: Discussionsupporting

confidence: 77%

Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students

Ololade Dunmade,

Adebowale Adewojo

2023

Rev Port Inv Comp Soc

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Background and Objective: The rise of academic cyberloafing — the non-academic use of internet connections during class — has emerged as a concern within the university context. While cyberloafing in the workplace has received ample attention, its counterpart in educational settings, particularly in Nigeria, remains less explored. This study aimed to explore and describe the experiences and perspectives of undergraduate students at a private Nigerian university regarding cyberloafing. Method: Using an adaption of the Cyberloafing in Educational Settings Scale, this study targeted a class of 15 final-year library and information science students. Data collected online underwent qualitative description and was presented verbatim. Results: Though students were unfamiliar with the term 'cyberloafing,' they acknowledged participating in such behaviors. The findings revealed habitual social media use during class hours, the employment of online tools for academic purposes, and a prevalent trend of gaming activities, often driven by internet addiction and boredom. Students also conveyed an understanding of the potential downsides and benefits of digital engagements during academic hours. Conclusion: The study urges university policymakers to implement measures promoting positive internet use and incorporate ethical cyber behavior awareness into curricula. It further recommends that parents and lecturers foster proper online usage and advocates for society-wide campaigns to raise awareness about ethical digital technology behavior.

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“…Cyberloafing brings a burden on the cognitive resources of students that could have been used for classroom learning. 8…”

Section: Negative Impactmentioning

confidence: 99%

An Antecedent and Impact of Cyberloafing among Students

Sharma,

Felix

2023

Journal of Indian Association for Child and Adolescent Mental H

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Antecedent, Consequences, and Policies View of Cyberloafing among the Employees

Cited by 7 publications

References 49 publications

Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement

Relationships between adolescent smartphone usage patterns, achievement goals, and academic achievement

Cyberloafing in the classroom: A qualitative study with Nigerian undergraduate students

An Antecedent and Impact of Cyberloafing among Students

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