An investigation of the relationship between cyberloafing and academic motivation among university students

Investigation of High School Students’ Cyberloafing Behaviors in Classes

“…Siberaylaklık kavramı, konu olarak öncelikle birçok çalışmada çalışanlar üzerinde araştırılmış olsa da, mobil teknolojilerin ve bu teknolojilere uyumlu uygulamaların geliştirilmesi ve özellikle de gençler arasında kullanımının artması neticesinde eğitim alanında da örneğin üniversite öğrencilerinin (Akbulut vd., 2016;Arabacı, 2017;Dursun vd., 2018;Ergün ve Altun, 2012;Galluch ve Thatcher, 2006;Genç ve Tozkoparan, 2017;Gerow vd., 2010;Heidari, 2018;Kalaycı, 2010;Keser vd., 2016;Knight, 2017;Özcan, Gökçearslan ve Yüksel, 2017;Ravizza vd., 2014;Soh vd., 2018;Taneja vd., 2015;Wu vd., 2018;Yuwanto, 2018;Yaşar ve Yurdugül, 2013), lise öğrencilerinin (Akbulut vd., 2016;Baturay ve Toker, 2015;Gencer ve Koc, 2012), öğretmenlerin (Akbulut vd., 2016;Demir ve Seferoğlu, 2016;McBride, Milligan ve Nichols, 2013), akademisyenlerin (Zoghbi, 2012), çalışanların ve öğrencilerin (Akbulut, Dönmez ve Dursun, 2017) siberaylaklık davranışlarında bulunma durumlarını araştıran birçok çalışmaya rastlanabilmektedir. Eğitim açısından bakıldığında siberaylaklık öğrencilerin ders saatleri içerisinde interneti ders ile ilgili olmayan, kişisel işleri için kullanma eğilimi ya da farklı amaçla kullanma davranışı (Ergün ve Altun, 2012;Gerow vd., 2010;Kalaycı, 2010;Varol ve Yıldırım, 2018) olarak ifade edilmektedir.…”

Correlation between cyberloafing and media consumption: Results of teenagers’ self-reports

“…Recently, the focus of research has shifted to the positive aspects of this behaviour. Researches have shown that cyberloafing behaviour reduces stress, improves mood, promotes self-development, increases motivation and develops the ability to multitask (Andel, Kessler, Pindek, Kleinman & Spector, 2019;Ozcan et al, 2017;Saleh, Daqqa, AbdulRahim & Sakallah, 2018;Sivrikova, Roslyakova, Sokolova & Moiseeva, 2019) In addition, the researchers note that due to the widespread use of cyberloafing, opportunities should be sought for the most effective combination of personal and work tasks (Burleson & Greenbaum, 2019).…”

“…For example, Lim (2002, p. 677) defined cyberloafing as 'voluntary act of employees using their companies' Internet access during office hours to surf non-job-related web sites for personal purposes and to check (including receiving and sending) personal email'. With the active introduction of Internet technologies in the educational process, questions are being raised about cyberloafing during training sessions (Durak, 2020;Ozcan et al, 2017). Given the difference between the business and learning environments, it has been proposed to define cyberloafing in the context of learning as 'the learners' tendency to use the Internet during lesson hours for activities that are irrelevant to educational activities' (Ozcan et al, 2017, р.…”

“…Other researchers show that the age of children joining mobile communication devices and Internet technologies is decreasing, and their level of competence in using such technologies is growing (Cristia & Seidl, 2015;Sivrikova et al, 2020). In this regard, researchers urge to focus on the causes of cyberloafing behaviour in the context of education (Ozcan, Gokcearslan & Okan Yuksel, 2017). Therefore, this work will consider the correlation of cyberloafing behaviour with the features of teenage media use.…”

Do Students Really Use Internet Access for Learning in the Classroom?: Exploring Students’ Cyberslacking in an Indonesian University

“…In the context of SCT, the influencing factor from the 'person' aspect (P) is self-efficacy and self-regulation [26]. Self-efficacy in online behavior is the conviction of the individual regarding his/her ability whilst accessing the internet [27,28]. Self-regulation related to online behavior is the ability of a person to regulate him/herself regarding the use of internet access.…”