Assessing of use of the Internet for personal reasons at lessons at school: A Validation of the Cyberloafing Scale

Abstract

Emergence of a possibility of Internet access at school bears new opportunities and risks too. The tendency to growth of number of the pupils Internet use for non-class-related purposes in the classroom (Cyberloafing) causes concern. Studying of this new phenomenon at the Russian school is complicated due to the lack of reliable and valid techniques. Therefore, adaptation of a scale of a cyberloafing of Y. Akbulut, etc. became an objective of this research. We translated into Russian of 29 items of a technique which were estimated by school students by means of 5-point Laykert scales. Results of application of a scale showed that its items form 5 factors. These are online shopping, accessing online content, activity on social networks, sharing information, socialization. The items of a factor of playing online games did not receive confirmation of validity and internal consistency. They need to be reconsidered. The received factors have sufficient reliability (the Cronbach’s alpha (α) values of all the factors range from 0.77 to 0.881). Work makes a contribution to studying of a cyberloafing at school.

Effect of Item Order on Certain Psychometric Properties: A Demonstration on a Cyberloafing Scale

“…The scale used within the scope of this study was a five-factor scale consisting of 30 items -namely sharing (nine items), shopping (seven items), real-time updating (five items), accessing online content (five items), and gaming/gambling (four items), originally used to measure participants' cyberloafing levels, samples of which are included in Appendix A. The original five-factor scale was developed and validated by Akbulut et al (2016), and used successfully in several studies (e.g., Akbulut et al, 2017;Dursun et al, 2018;Gökçearslan et al, 2018;Kian-Yeik, 2018;Wu et al, 2018;Sivrikova et al, 2019). In the scale's original state, items within the same dimension were grouped together one after the other.…”

Correlation between cyberloafing and media consumption: Results of teenagers’ self-reports

“…Recently, the focus of research has shifted to the positive aspects of this behaviour. Researches have shown that cyberloafing behaviour reduces stress, improves mood, promotes self-development, increases motivation and develops the ability to multitask (Andel, Kessler, Pindek, Kleinman & Spector, 2019;Ozcan et al, 2017;Saleh, Daqqa, AbdulRahim & Sakallah, 2018;Sivrikova, Roslyakova, Sokolova & Moiseeva, 2019) In addition, the researchers note that due to the widespread use of cyberloafing, opportunities should be sought for the most effective combination of personal and work tasks (Burleson & Greenbaum, 2019).…”

“…The scale proposed by Akbulut et al was used to collect empirical data about the level of adolescents' cyberloafing. The scale was translated into Russian and adapted (Sivrikova et al, 2019). It allows one to evaluate the frequency of manifestations of five types of cyberloafing behaviour during training sessions (Sa -Communication; So -Shopping; Aoc -Content; Gg -Gaming; Rtu -Social networks).…”

The prevalence of Cyberloafing among pupils belonging to the digital native’s generation

“…Research has shown that cyberloafing behavior exists in a modern school. However, its distribution depends on the quality of Internet technologies in the country and on their use in school [13,23,29]. Researchers point out that in schools, different types of cyberloafing behavior can be observed in school students sometimes or rarely.…”