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Article Citation - WoS: 26Citation - Scopus: 33Cyberloafing Behaviors Among University Students: Their Relationships With Positive and Negative Affect(Springer, 2023) Metin-Orta, Irem; Demirtepe-Saygili, DilekWith the technological advances, the use of digital devices, such as laptops, tablets, or smartphones in the educational setting has become prevalent among young people. Accordingly, there has been an increased concern among scholars on students' in-class Internet use for personal purposes; namely, 'cyberloafing'. Considerable research has demonstrated the adverse effects of in-class Internet use on students' learning environment and academic performance. The present study particularly investigates the relationship between cyberloafing behaviors and positive and negative affect among university students. It examines five different online activities including sharing, shopping, real-time updating, accessing online content, and gaming/gambling separately to gain greater insight into students' cyberloafing behaviors. The sample consisted of 267 undergraduate students who filled out questionnaires measuring cyberloafing behaviors, positive and negative affect, and demographical information including the use of the Internet and mobile technologies. The initial analyses showed that male students had higher scores in shopping, accessing online content, and gaming/gambling than females. The latent variable analysis revealed that among different activities of cyberloafing, accessing online content and gaming/gambling were positively correlated with positive affect, while sharing was positively associated with negative affect among students. The findings emphasize the importance of evaluating cyberloafing as a part of students' psychological well-being rather than a variable merely related to academic achievement. The findings of the study also enlighten researchers and educators in developing appropriate policies and interventions to manage misuse of the Internet in class.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.
