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Article Citation - Scopus: 10Intention as a Mediator Between Attitudes, Subjective Norms, and Cyberloafing Among Preservice Teachers of English(Ozgen Korkmaz, 2021) Karabıyık,C.; Baturay,M.H.; Özdemir,M.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.Article Citation - WoS: 13Citation - Scopus: 19An Investigation of Cyberloafing in Relation To Coping Styles and Psychological Symptoms in an Educational Setting(Sage Publications inc, 2021) Demirtepe-Saygili, Dilek; Metin-Orta, IremCyberloafing, 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.Article Citation - WoS: 10Citation - Scopus: 13Factors affecting cyberloafing in computer laboratory teaching settings(Springer, 2021) Toker, Sacip; Baturay, Meltem HuriThis correlational study investigated the factors affecting cyberloafing behavior in an educational environment, specifically that of a computer laboratory teaching setting. A total of 272 students selected using convenience sampling responded to a questionnaire that collected data about cyberloafing behavior and student demographics, personality type, sense of belonging, motivation, locus of control and teacher evaluation (respect, activities, communication, motivation) as well as computer lab teaching settings and norms. The results indicated that students in computer lab teaching settings cyberloaf mainly for socialization, followed by personal business and news follow-up. Males cyberloaf more frequently than females, especially for personal business and news follow-up. As students' internet skills increase, so does their cyberloafing, particularly for personal business and socialization. A lack of instructor norms in computer lab lectures and student amotivation are also associated with increases in cyberloafing for personal business, whereas instructors' respect for students and negative attitudes towards cyberloafing are associated with decreases in cyberloafing for socialization. This paper discusses the study findings in detail and makes recommendations for additional research.Article Citation - WoS: 19Citation - Scopus: 16Cyberloafing behaviors among university students and its relation to Hedonistic-Stimulation value orientation, cyberloafing attitudes, and time spent on the Internet(Springer, 2022) Metin-Orta, Irem; Demirutku, KursadThe purpose of the present study was to investigate the relationships between values, cyberloafing attitudes, and cyberloafing behaviors. Following from the relevant literature, it was hypothesized that Hedonistic-Stimulation value orientation would be associated with cyberloafing behaviors through the mediation of cyberloafing attitudes and time spent on the Internet. Self-report measures were used to collect data from a sample of 427 university students. The modified model revealed a good fit and all indirect paths were significant. Separate model tests indicated that cyberloafing attitudes acted as the mediator for females, whereas for males, time spent on the Internet did so in the relationship between Hedonistic-Stimulation value orientation and cyberloafing behaviors. Thus, the findings suggested that the attitude-behavior link might be mediated by variables other than attitudes. The present research also highlighted that the Hedonism and Stimulation values might have disruptive whereas Conformity values might have supportive functions in the ongoing educational process.
