Investigation of High School Students’ Cyberloafing Behaviors in Classes

Akgün, Fatma

doi:10.15390/eb.2019.8419

Cited by 18 publications

(26 citation statements)

References 77 publications

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“…The findings of the current study showed that males tend to cyberloaf more than females, in line with previous research (Akbulut et al., 2017; Akgün, 2020; Baturay & Toker, 2015; Dursun et al., 2018; Garrett & Danziger, 2008a; 2008b; Henle & Blanchard, 2008; Lim & Chen, 2012; Vitak et al., 2011; F. G. K. Yılmaz et al., 2015). Earlier studies conducted in various cultures also demonstrated that male students are more likely to use smartphones (Aljomaa et al., 2016), spend more time on information and communication technologies particularly for personal use, and have greater confidence in using the Internet and positive attitudes toward the Internet as compared to females (Li & Kirkup, 2007).…”

Section: Discussionsupporting

confidence: 92%

“…Besides, cyberloafing behaviors were positively correlated with the time spent on the Internet or mobile technology in line with other research (Akgün, 2020; Baturay & Toker, 2015; Durak, 2020; Saritepeci, 2019; F. G. K. Yılmaz et al., 2015). In particular, F. G. K. Yılmaz et al.…”

Section: Discussionsupporting

confidence: 89%

“…This finding is not expected since the use of technological devices in class may cause overload and distraction among students (Fried, 2008; Lam & Tong, 2012), thus influencing their academic performance (Aagard, 2015; Flanigan & Babchuk, 2015; Junco, 2012; Kuznekoff & Titsworth, 2013; le Roux & Parry, 2017b; Ravizza et al., 2014; van Der Schuur et al., 2015). Furthermore, cyberloafing behaviors were not associated with age and grade unlike previous studies (Akgün, 2020; Baturay & Toker, 2015; Garrett & Danziger, 2008a; Ugrin et al., 2007; Vitak et al., 2011).…”

Section: Discussioncontrasting

confidence: 83%

“…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). Likewise, recent studies demonstrate that students' cyberloafing behaviors are positively correlated with their information technology usage experience and daily usage (Akgün, 2020; Durak, 2020; Saritepeci, 2019). Furthermore, consistent with theory of planned behavior (Fishbein & Ajzen, 1975), it was revealed that students' intentions to cyberloaf in class are predicted by their attitudes toward cyberloafing, subjective and descriptive norms, and perceived behavioral control (Taneja et al., 2015).…”

Section: Cyberloafing Behaviors In Educational Settingsmentioning

confidence: 96%

“…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).…”

Section: Cyberloafing Behaviors In Educational Settingsmentioning

confidence: 99%

See 4 more Smart Citations

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

Demirtepe-Saygılı

Metin-Orta

2020

Psychol Rep

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Cyberloafing, the intentional use of the Internet for personal purposes during class hours, has received the scholars' attention due to the increased access to digital devices in educational settings. Considering the possible negative consequences of misuse of the Internet on health and well-being, the current study aims to investigate the underlying mechanisms of this relationship by examining in detail the role of coping strategies. The sample consisted of 272 undergraduate students. The participants were asked to fill out items measuring cyberloafing behaviors, coping strategies (emotion-focused and problem-focused), and psychological symptoms (depression, anxiety, anger, and somatization). The results revealed that cyberloafing is positively related to psychological symptoms. Furthermore, it is observed that cyberloafing moderates the relationship between emotion-focused coping and psychological symptoms such that at high levels of cyberloafing, emotion-focused coping is associated with higher levels of psychological symptoms. These findings contribute to the existing literature on students’ psychological well-being in terms of highlighting its relation with coping strategies and problematic Internet use.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 89%

Section: Discussioncontrasting

confidence: 83%

Section: Cyberloafing Behaviors In Educational Settingsmentioning

confidence: 96%

Section: Cyberloafing Behaviors In Educational Settingsmentioning

confidence: 99%

See 3 more Smart Citations

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

Demirtepe-Saygılı

Metin-Orta

2020

Psychol Rep

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Sex gaps and age differences in the structure of academic cyberloafing from early to middle adolescence: A network analysis

Zhang,

Yang,

Akintunde

2024

Journal of Adolescence

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BackgroundAcademic cyberloafing refers to students’ engagement in non‐learning‐related online activities during online courses, which can negatively affect their academic performance. Prior studies investigated cyberloafing primarily in the workplace, neglecting core behaviors and interactions among academic cyberloafing in educational contexts.AimsThis study employed network analysis to capture academic cyberloafing as an interactive behavior network to explore the core behavioral patterns of academic cyberloafing and the interactions between these behaviors.Materials & MethodsA total of 3537 adolescents (Mage = 12.49; 53.7% boys and 46.3% girls) in China were included in this study.ResultsThe findings indicated that “seeking gossip news” and “watching short videos” are central behaviors. Among boys, “browsing nonacademic web pages” and “watching short videos” are central behaviors; “seeking gossip news” is the most central behavior among girls. Furthermore, in early adolescence, central behaviors encompass “chatting privately” and “seeking gossip news”; in middle adolescence, central behaviors include “seeking gossip news” and “watching short videos.” Additionally, the comparisons indicated that academic cyberloafing networks (between boys and girls; between early and middle adolescence) show a similar structure and global strength but differ in specific academic cyberloafing associations.ConclusionAs adolescents of different sexes and ages engage in academic cyberloafing differently, tailored education interventions can be implemented to address unregulated cyberloafing.

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Examining the role of cyberloafing, narcissism, locus of control, and social appearance anxiety on the Internet gaming disorder in university students

Yılmaz

Avci

2023

Psychology in the Schools

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Individual and multiple games played on the Internet are seen as a popular leisure activity, which is becoming increasingly common among young people. With the Covid 19 pandemic, the interest in Internet games has increased because young people spend more time at home. This has led to an increase in Internet gaming disorder, which is recognized by the American Psychiatric Association and the World Health Organization. When the literature is examined, attention is drawn to the importance of revealing the factors associated with Internet gaming disorder to combat Internet gaming disorder in young people. This research was carried out to reveal the Internet gaming disorder profiles of university students in Turkey and to determine the factors associated with it. In this direction, the structural relationships between cyberloafing, narcissism, locus of control, and social appearance anxiety variables, which are thought to be associated with Internet gaming disorder, were examined. The research data were obtained from 596 university students studying in various cities in Turkey. Research findings show that cyberloafing and locus of control directly affect Internet gaming disorder. Narcissism, on the other hand, has been shown to have a mediating effect on Internet gaming disorder through

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Investigation of High School Students’ Cyberloafing Behaviors in Classes

Cited by 18 publications

References 77 publications

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

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

Sex gaps and age differences in the structure of academic cyberloafing from early to middle adolescence: A network analysis

Examining the role of cyberloafing, narcissism, locus of control, and social appearance anxiety on the Internet gaming disorder in university students

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