Eşiyok, ElifGokcearslan, SahinDurak, Hatice YildizEsiyok, ElifPublic Relations and Advertising2024-07-052024-07-05202380266-49091365-272910.1111/jcal.127852-s2.0-85147364983https://doi.org/10.1111/jcal.12785https://hdl.handle.net/20.500.14411/2591YILDIZ DURAK, Hatice/0000-0002-5689-1805; Gökçearslan, Şahin/0000-0003-3532-4251; Esiyok, Elif/0000-0001-9486-7067;BackgroundThe COVID-19 pandemic has spread quickly, e-learning became compulsory and disseminated throughout the world. During the pandemic, smartphones are frequently used to access e-learning content, but connecting to technological tools increased the risk of cyberloafing during e-courses. Currently, there are a limited number of studies on how e-learning will evolve under compulsory conditions. ObjectivesThis study aimed to investigate the relationship between emotion regulation, e-learning readiness, technology usage status (TUS), in-class smartphone cyberloafing, and smartphone addiction (SA) of the students during the pandemic. MethodsIn total 1294 students participated in this study. A research model was tested by structural equation modelling. Results and ConclusionThe findings of this study indicated that there is a relationship between TUS and SA. Emotion regulation was related to SA. E-learning readiness levels can help to explain cyberloafing. This study presents a conceptual model of the variables that affect cyberloafing in the context of the e-learning environment.eninfo:eu-repo/semantics/closedAccesse-learning readinessemotion regulationin-class smartphone cyberloafingsmartphone addictiontechnology usage statusArticleQ139514501464WOS:000921590500001