Cyberloafing in Learning Environments Where Online Social Networking Sites Are Used as Learning Tools: Antecedents and Consequences

Abstract

The objective of this study is to construct a model which explains and predicts the relations of university students’ cyberloafing behaviors with demographic and academic variables at computing courses where online social networking sites are utilized for education and is to review whether there is longitudinal effect on these relations in terms of learning experience. This group of the study is composed of 171 university students. In this study, self-description form, two different success tests, and various scales are utilized as data collection tools. For the analysis of the data, structural equation modeling and multiple hierarchical regression analysis are utilized. The results of this study indicate that variables of information technologies usage status, online learning activities usage status, academic self-efficacy, motivation, and cognitive absorption are predictable of cyberloafing behaviors at Time 2 point, and cyberloafing behavior predicts academic success and academic procrastination at Time 2 point. Although the relations between various study variables and cyberloafing are not meaningful at Time 1 point, it is an interesting finding that these relations are statistically meaningful at Time 2 point.

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

“…In the study presented, the level of cyberloafing in schoolchildren indicates that they use Internet access during lessons to solve non-learning problems rarely or sometimes. Similar data on the prevalence of cyberloafing were found on samples of students from Turkey [3,31] and Turkish students of 6th-8th grade [32]. The differences concern the types of cyberloafing behavior typical of participants in this study and schoolchildren from other countries.…”

“…For example, in our case, it may be the age of respondents. On the other hand, gender differences were found to influence the purpose of media use, including social networking sites [31], [35], choice of content [36]. Many studies suggest that men exhibit cyberloafingrelated behaviors more often than women, both in workplaces and in educational institutions [35].…”

The smartphone in self-regulated learning and student success: clarifying relationships and testing an intervention

“…This knowledge generally is revealed with increased effort, time management, and focused attention (Mrazek et al, 2018;Pintrich & De Groot, 1990;Zimmerman & Kitsantas, 2014). This becomes key in an environment that seems to encourage cyberloafing (Durak, 2020). In an analysis of variables related to classroom multitasking, self-regulation has been identified as a key influence on multitasking (Zhang, 2015).…”

An Investigation of Cyberloafing in Relation to Coping Styles and Psychological Symptoms in an Educational Setting

“…On the other hand, a growing body of research has addressed demographic variables and individual factors in cyberloafing behaviors (Akgün, 2020; Baturay & Toker, 2015; Durak, 2020; Saritepeci, 2019), academic antecedents and consequences of cyberloafing behaviors (Akgün, 2020; Durak, 2020; R. Yılmaz & Yurdugül, 2018; Wu et al., 2018) and cyberloafing intentions within educational settings (Taneja et al., 2015). The findings show that males, higher-grade students, advanced and frequent users, and those having more Internet experience tend to cyberloaf more than females, lower-grade students, novice and less frequent users, and those having less Internet experience (Baturay & Toker, 2015).…”