The Factors Predicting Cyberloafing Behaviors of Undergraduate Students

Selma Şenel, Serpil Günaydın, Mustafa Tuncay Sarıtaş, Harun Çiğdem

Abstract


Cyberloafing behavior may cause learning and discipline problems in learning environments. The purpose of this study is to investigate the reasons and factors for cyberloafing behavior. Within this regard, the Cyberloafing Behavior Scale was applied to 124 university students to examine the reasons of students’ cyberloafing behaviors. Multiple linear regression analysis and content analysis procedures were conducted to examine cyberloafing behavior of students. Findings indicate that the most observed cyberloafing behavior is sharing and messaging during the lesson time. Based on regression analysis, male students having smart phone and low GPA score; spending more time on the Internet, and using more applications are demonstrating more cyberloafing behavior. According to content analysis, reluctance to learn is found to be the main reason for cyberloafing. Besides, receiving smartphone messages, willing to communicate with others via Internet, sense of curiosity on Internet, willingness to have more enjoable time on Internet are found to be other reasons for cyberloafing. Diminishing reluctance to learn could be a significant solution for today’s educational problem – cyberloafing


Keywords


Cyberloafing; Higher education; Instructional technology; Classroom management

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References


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DOI: https://doi.org/10.24106/kefdergi.2376

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