Intention as a Mediator Between Attitudes, Subjective Norms, and Cyberloafing Among Preservice Teachers of English

dc.authorscopusid 57204620193
dc.authorscopusid 26031936900
dc.authorscopusid 16064303800
dc.contributor.author Karabıyık,C.
dc.contributor.author Baturay,M.H.
dc.contributor.author Özdemir,M.
dc.date.accessioned 2024-07-05T15:46:12Z
dc.date.available 2024-07-05T15:46:12Z
dc.date.issued 2021
dc.department Atılım University en_US
dc.department-temp Karabıyık C., Department of Foreign Language Teaching, Ufuk University, Ankara, Turkey; Baturay M.H., Center for Teaching and Learning, Atılım University, Ankara, Turkey; Özdemir M., Department of Computer Education and Instructional Technology, Çanakkale Onsekiz Mart University, Çanakkale, Turkey en_US
dc.description.abstract Learning and teaching is fostered to a great deal by technology. Cell phones and internet can be utilized as effective tools in providing extended and diversified learning opportunities as well as promoters of learning and teaching. However, early internet-enabled cell phones or more recent smartphones have also become easily accessible avenues of distraction and escape. This study explored if and how intention to cyberloaf acts as a mediator in the relationship between attitudes, subjective norms, and cyberloafing with a focus on descriptive and prescriptive norms with respect to instructors and classmates separately. The research was undertaken at a foundation university in Ankara, Turkey with 214 preservice English teachers. The sample consisted of 152 (71.03%) females and 62 (28.97%) males. Cyberloafing scale developed by Kalaycı (2010), adapted versions of Askew et al.’s (2014) attitudes towards cyberloafing scale, subjective descriptive norms scale, cyberloafing intentions scale, and Blanchard and Henle’s (2008) norms scale were used as data collection instruments. Mediation analyses were performed using SPSS 22 with the utilization of SPSS macro, PROCESS v 3.4 (Hayes, 2017). The results of the regression analyses indicated that subjective norms and attitudes significantly predicted cyberloafing; and intentions to cyberloaf was found to be a significant but partial mediator between the variables. The results have significant implications both for academic research on cyberloafing and for educational practices. © 2021, Ozgen Korkmaz. All rights reserved. en_US
dc.identifier.citationcount 5
dc.identifier.doi 10.17275/per.21.29.8.2
dc.identifier.endpage 73 en_US
dc.identifier.issn 2148-6123
dc.identifier.issue 2 en_US
dc.identifier.scopus 2-s2.0-85099549815
dc.identifier.startpage 57 en_US
dc.identifier.uri https://doi.org/10.17275/per.21.29.8.2
dc.identifier.uri https://hdl.handle.net/20.500.14411/4030
dc.identifier.volume 8 en_US
dc.institutionauthor Baturay, Meltem Huri
dc.language.iso en en_US
dc.publisher Ozgen Korkmaz en_US
dc.relation.ispartof Participatory Educational Research en_US
dc.relation.publicationcategory Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı en_US
dc.rights info:eu-repo/semantics/openAccess en_US
dc.scopus.citedbyCount 8
dc.subject Attitude en_US
dc.subject Behavioral intention en_US
dc.subject Cyberloafing en_US
dc.subject Mediator en_US
dc.subject Subjective norms en_US
dc.title Intention as a Mediator Between Attitudes, Subjective Norms, and Cyberloafing Among Preservice Teachers of English en_US
dc.type Article en_US
dspace.entity.type Publication
relation.isAuthorOfPublication 2c5316e9-c99a-4df1-a29d-d37748e536d5
relation.isAuthorOfPublication.latestForDiscovery 2c5316e9-c99a-4df1-a29d-d37748e536d5

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