Cyberloafing: Exploring the Role of Psychological Wellbeing and Social Media Learning

Abstract

Due to the advances in internet communications technology (ICT), the use of digital devices, such as laptops, tablets, or smartphones, in the educational setting has become very common among young people. A considerable body of research has shown that there are adverse effects of in-class internet usage, termed “cyberloafing” on students’ academic performance, making it a rising concern for scholars. Within this context, the present study examines cyberloafing as a multidimensional construct and studies the mediating effects of psychological wellbeing and social media learning between cyberloafing behaviour and cyberloafing activities of students. Using an online survey, data was collected from 240 undergraduate and graduate students at a private university in India. The data were analyzed using structural equation modelling and mediation analysis. The results indicate that cyberloafing behaviour negatively influences student’s psychological wellbeing, whereas psychological wellbeing is positively related to cyberloafing activities. It was also found that, on one hand, cyberloafing behaviour negatively influences social media learning, whereas social media learning did not have any effect on cyberloafing activities in students. This study highlights that it is crucial for educators and course instructors to incorporate appropriate practices and interventions to manage the misuse of the internet through cyberloafing in classrooms.

Korelasi antara konformitas dengan cyberslacking pada mahasiswa

“…Hal tersebut terjadi ketika mahasiswa harus mengejar materi yang belum dipahami dan tugas yang menumpuk, sehingga membuatnya merasa tertekan. Perasaan tertekan tersebut yang akhirnya dapat menurunkan kesejahteraan dan membuat mahasiswa depresi (Demirtepe-Saygılı, & Metin-Orta, 2021; Krishna, & Agrawal, 2023;Aini, & Rinaldi, 2023).…”

Distracted in the digital age: unveiling cyberslacking habits among university students

“…Yaşar & Yurdugül (2013) proved that recovery behaviour was statistically negligible, and it is therefore acknowledged that recovery behaviour was not the cause of students' propensity for cyberloafing. Nevertheless, according to Krishna & Agrawal (2023), cyberloafing activities can be used as a coping mechanism to release tension and boredom. Thus, the following hypothesis was developed: H2: Recovery behaviour has a positive relationship towards continuous behaviour in cyberslacking.…”

Peran Stress Kerja Dalam Memediasi Pengaruh Beban Kerja Terhadap Perilaku Cyberloafing Di Pdam Ketapang

“…Perilaku Cyberloafing menurut Novianti & Roz (2023) ialah pemakaian dalam mengakses internet serta pemakaian email oleh karyawan yang tidak berkaitan dengan pekerjaan. (Krishna & Agrawal, 2023) menyatakan bahwa perilaku cyberloafing dapat menyebabkan hilangnya fokus secara kognitif dan membutuhkan waktu serta tenaga yang cukup lama untuk dapat kembali fokus pada tugas yang seharusnya (Kanchiputu, 2017). Contohnya dengan mengakses situs social media (Facebook, Instagram, YouTube), membaca berita online, mengirim email individu, bermain permainan online, melihat video, mendowload file serta musik, dan banyak kegiatan lainnya yang sama sekali tidak ada kaitannya dengan kewajiban dan pekerjaanya (Ihsan et al, 2022).…”

“…Akibatnya, mereka mungkin berpartisipasi dalam cyberloafing sebagai cara untuk mengatasi perasaan tidak menyenangkan yang ditimbulkan oleh stres kerja (Krishna & Agrawal, 2023). Berdasarkan hasil akumulasi hitungan sobel test menunjukan nilai angka z sebesar 1.859, disebabkan nilai z yang didapatkan bernilai 1.859 < 1.96 dengan tingkat signifikansi 5% maka membuktikan ternyata Stres Kerja tidak bisa memediasi hubungan pengaruh beban kerja terhadap cyberloafing.…”