Cyber Slacking among University Students: The Role of Internet Habit Strength, Media Multitasking Efficacy and Self Regulated Learning

Simanjuntak, Ermida; Nawangsari, Nur Ainy Fardana; Ardi, Rahkman

doi:10.5220/0008587702390247

Cited by 5 publications

(10 citation statements)

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“…Thus, students with higher self-regulation may exhibit stronger control when accessing the internet for non-academic purposes, compared to students with low SRL. The direct connection between SRL and cyberslacking, however, has not yet become conclusive, since some studies show that there is a significant relationship between the two matters, whilst other studies showed only an insignificant relationship between them [20,23]. Thus, this research sought to examine the contribution of SRL factors toward cyberslacking behaviours.…”

Section: Self-regulated Learning (Srl) and Cyberslacking In Higher Edmentioning

confidence: 99%

“…On the other hand, multi-tasking involving access to laptops and cellular phones impacts the ability of students to focus on the learning material at hand, owing to a failure of concentration encountered whilst simultaneously reading information on gadgets and attending to information offered in class [32]. However, not many pieces of research directly connect media multi-tasking with cyberslacking behaviour in class [23]. Thus, this research sought to observe the influence of media multi-tasking efficacy as a probable contributing factor to the behavior of cyberslacking in class.…”

Section: Media Multi-tasking Efficacy (Mme) and Cyberslacking Behaviomentioning

confidence: 99%

“…Referring to the roles of self-regulated learning and media multi-tasking elaborated upon above, this research aimed to ascertain the influences of self-regulated learning, and media multi-tasking efficacy factors, toward the cyberslacking behaviour of students. Research on cyberslacking in the university context in Indonesia, however, is still relatively rare, compared to research conducted on cyberslacking in the context of the field of employment [22,23]. Surveys on internet use in Indonesia show that 89% of Indonesian internet users are university students [24].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Do Students Really Use Internet Access for Learning in the Classroom?: Exploring Students’ Cyberslacking in an Indonesian University

Simanjuntak

Nawangsari

Ardi

2019

Behavioral Sciences

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University students, as ‘digital natives’, use the internet for learning in the classroom. However, the availability of internet access in the classroom becomes a challenge, because students also engage in non-academic internet access during lectures. The use of the internet during lectures for non-academic purpose is called cyberslacking. Self-regulated learning (SRL) and media multi-tasking efficacy (MME) are considered to be important factors contributing to cyberslacking. The participants in this study were students in a private university in Indonesia (N = 423). The results show that only self-regulated learning made any significant contribution to cyberslacking in the classrooms. Further research should be conducted to consider external factors, such as instructors’ contributions, classrooms circumstances and the university policy towards internet usage.

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Section: Self-regulated Learning (Srl) and Cyberslacking In Higher Edmentioning

confidence: 99%

Section: Media Multi-tasking Efficacy (Mme) and Cyberslacking Behaviomentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Do Students Really Use Internet Access for Learning in the Classroom?: Exploring Students’ Cyberslacking in an Indonesian University

Simanjuntak

Nawangsari

Ardi

2019

Behavioral Sciences

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“…Artinya intensi penggunaan media sosial pada remaja masih dalam kategori wajar dan tidak berlebihan. Dapat dikatakan bahwa remaja tersebut cukup baik dalam mengendalikan diri mereka untuk mengakses internet (Simanjuntak, 2018). Partisipan penelitian dengan intensi penggunaan media sosial dalam kategori tinggi sebesar 17,1% (47 orang), Intensi yang tinggi ini menunjukkan adanya minat yang tinggi terhadap media sosial, yang mana dapat berpotensi mengarah pada kurangnya pengendalian dalam menggunakan media sosial tersebut yang dapat memberikan dampak negatif bagi para penggunanya.…”

Section: Pembahasanunclassified

Hubungan Antara Self-Regulated Learning Dan Intensi Penggunaan Media Sosial Pada Remaja Di Kota Medan

Wahyuni¹,

Rosito²

2021

Visi Sosial Humaniora

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The purpose of this study was to determine whether there is a relationship between self-regulated learning and the intention to use social media among adolescents in Medan. The participants in this study were 275 teenagers in Medan. The data collection was carried out by distributing the self-regulated learning scale and the social media use intention scale, online using the google form. The data analysis technique used descriptive analysis in the form of categorization of self-regulatory learning scores and scores of intention to use social media. In order to test the hypothesis, the correlation analysis was conducted. The results showed that research participants with high self-regulated learning were 44.4% (n=122), while those with the medium category were 52% (n=143) and those with low categories were 3.6% (n=10). The research participants with the intention to use social media in the high category were 17.1% (n=47), in the medium category are 74.9% (n=206) and in the low category are 8.0 % (n=22). Based on the results of the correlation test, the correlation coefficient value was -0.064, with a significance level of 0.288 (p> 0.05). With these results, it means that there is no significant relationship between self-regulated learning and the intention to use social media in adolescents in Medan. Thus the hypothesis of this study was rejected. Further discussion of the results is presented

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“…Before the pandemic, problems related to gadgets that affected the learning process experienced by students in Indonesia often occurred (Simanjuntak et al, 2018a;Simanjuntak, Nawangsari, et al, 2019). When a pandemic situation arises and there is a lack of teacher supervision on learning behavior, the problem of academic cyberslacking becomes even more substantial.…”

Section: Introductionmentioning

confidence: 99%

"Positive Learning Attitude" Training to Improve Vocational High School Students' Understanding of Academic Cyberslacking

2022

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Online learning at home for vocational high school students triggers several problems, including academic cyberslacking. Academic cyberslacking is defined as students' internet access to things unrelated to the course materials during the class. Referring to this condition, vocational high school students need to have a better understanding of academic cyberslacking through training so that the students can control the emergence of academic cyberslacking during the class. This study explores the effect of positive learning attitude training on increasing the understanding of vocational high school students in academic cyberslacking. The participants of this study were 187 vocational high school students who participated in a positive learning attitude training. The results showed a value of Z = -3,306, p = 0.001 (p<0.05), so it can be concluded that there is a significant difference in the understanding of academic cyberslacking before and after participating in positive learning attitude training of the vocational high school students. Students understand better the academic cyberslacking phenomenon after receiving positive learning attitude training.Situasi belajar daring di rumah pada siswa Sekolah Menengah Kejuruan memicu beberapa permasalahan salah satunya adalah cyberslacking akademik. Cyberslacking akademik didefinisikan sebagai akses internet pada hal-hal tidak berhubungan dengan materi pelajaran yang sedang diikuti oleh siswa. Merujuk pada kondisi ini maka siswa Sekolah Menengah Kejuruan perlu mendapatkan pemahaman mengenai cyberslacking akademik melalui suatu training sehingga siswa dapat mengendalikan kemunculan cyberslacking akademik saat mengikuti pelajaran. Penelitian ini bertujuan untuk melihat pengaruh training positive learning attitude pada peningkatan pemahaman siswa Sekolah Menengah Kejuruan pada cyberslacking akademik. Subjek penelitian adalah 187 siswa Sekolah Menengah Kejuruan yang mengikuti training positive learning attitude. Hasil penelitian menunjukkan nilai Z = -3.306, p = 0.001 (p<0.05) sehingga dapat disimpulkan bahwa ada perbedaan yang signifikan pada pemahaman siswa Sekolah Menengah Kejuruan pada cyberslacking akademik sebelum dan sesudah mengikuti training positive learning attitude. Pemahaman siswa pada fenomena cyberslacking akademik meningkat setelah mendapatkan training positive learning attitude.

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Cyber Slacking among University Students: The Role of Internet Habit Strength, Media Multitasking Efficacy and Self Regulated Learning

Cited by 5 publications

References 0 publications

Do Students Really Use Internet Access for Learning in the Classroom?: Exploring Students’ Cyberslacking in an Indonesian University

Do Students Really Use Internet Access for Learning in the Classroom?: Exploring Students’ Cyberslacking in an Indonesian University

Hubungan Antara Self-Regulated Learning Dan Intensi Penggunaan Media Sosial Pada Remaja Di Kota Medan

"Positive Learning Attitude" Training to Improve Vocational High School Students' Understanding of Academic Cyberslacking

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