Cyberloafing Behaviors Among Preschool Teachers: The Effects of Intrinsic, Extrinsic, and Administrative Teacher Motivation

Year 2026, Issue: 29, 59 - 73, 27.02.2026

Ecem Seray Dağlı , Ecem Atabay , Deniz Mertkan Gezgin

https://doi.org/10.30786/jef.1613489

https://izlik.org/JA69KT87MG

Abstract

This study examines the relationship between teacher motivation and cyberloafing among preschool teachers. The study included 209 preschool teachers from both public and private schools in Turkey. The study employed the predictive correlational method. Utilized were the independent sample t-test, Pearson correlation coefficient, one-way analysis of variance (ANOVA), and simple and multiple linear regression analysis. The findings indicated that teachers are highly motivated and engage in below-average cyberloafing. According to the findings, compared to other groups, male teachers and teachers employed by private schools had greater levels of cyberloafing. Additionally, a negative and significant relationship was observed between teachers' cyberloafing levels and their general teacher motivation, as well as the administrative, extrinsic, and intrinsic motivation sub-dimensions. However, the level of teachers’ cyberloafing engaged in did not significantly correlate with their seniority or age. With an explanatory power of 3.6%, a simple linear regression analysis showed that teacher motivation had a weak but significant impact on cyberloafing. According to multiple linear regression analysis, the intrinsic motivation variable was the only significant predictor, explaining 6.4% of the variation in cyberloafing. As a result of, the data indicate that a drop in teachers' motivation, especially intrinsic drive, correlates with a modest rise in their cyberloafing levels.

Keywords

Cyberloafing , preschool teachers , teacher motivation , relational model.

Okul Öncesi Öğretmenleri Arasında Siber Aylaklık Davranışları: İçsel, Dışsal ve Yönetimsel Öğretmen Motivasyonunun Etkisi

https://izlik.org/JA69KT87MG

Abstract

Bu çalışma, okul öncesi öğretmenleri arasında siber aylaklık ile öğretmen motivasyonu arasındaki ilişkiyi incelemektedir. Çalışmaya Türkiye'deki devlet ve özel okullardan 209 okul öncesi öğretmeni katılmıştır. Çalışmada yordayıcı korelasyonel yöntem kullanılmıştır. Bağımsız örneklemler t-testi, Pearson korelasyon katsayısı, tek yönlü varyans analizi (ANOVA), basit ve çoklu doğrusal regresyon analizi kullanılmıştır. Bulgular, öğretmenlerin yüksek öğretmen motivasyonuna sahip olduklarını ve ölçek ortalamasının altında siber aylaklık düzeyinde olduğu görülmüştür. Ayrıca, erkek öğretmenler ve özel okullarda çalışan öğretmenlerin diğer gruplara kıyasla daha sıklıkla siber aylaklık yaptığı ortaya çıkmıştır. İlişkisel açısından ise öğretmenlerin sanal aylaklık düzeyleri ile genel öğretmen motivasyonu ve yönetimsel, dışsal ve içsel öğretmen motivasyonu alt boyutları arasında negatif ve anlamlı ilişkiler gözlenmiştir. Bununla birlikte, öğretmenlerin sanal aylaklık düzeyleri, kıdem yılı veya yaş ile anlamlı bir ilişki göstermemiştir. Basit doğrusal regresyon analizi, %3,6'lık bir açıklama gücü ile öğretmen motivasyonunun sanal aylaklık üzerinde zayıf ancak anlamlı bir etkisi olduğunu göstermiştir. Çoklu doğrusal regresyon analizine göre ise içsel motivasyonun siber aylaklık düzeyinin %6,4'ünü açıklayan tek önemli yordayıcı olduğu ortaya çıkmıştır. Çalışmanın sonuçlara göre, öğretmenlerin motivasyonu, özellikle de içsel motivasyonu azaldığında, sanal aylaklık düzeylerinde artışın olacağı söylenebilir.

Keywords

Siber aylaklık , okul öncesi öğretmenleri , öğretmen motivasyonu , ilişkisel model.

References

• Ada, Ş., Akan, D., Ayık, A., Yıldırım, İ., & Yalçın, S. (2013). Motivation Factors of Teachers. Journal of Graduate School of Social Sciences, 17(3), 151-166.
• Akbulut, Y., Dursun, Ö. Ö., Dönmez, O., & Şahin, Y. L. (2016). In search of a measure to investigate cyberloafing in educational settings. Computers in Human Behavior, 55, 616-625. https://doi.org/10.1016/j.chb.2015.11.002
• Akca, A. (2013). Okul yöneticilerinin iş dışı internet kullanım (siber aylaklık) davranışlarının incelenmesi [Examining the non-work-related internet use (cyberloafing) behaviors of school administrators], (Master's Thesis). Yıldız Teknik University, İstanbul, Türkiye.
• Alp, G. T., Tuncer, A. D., Sulaiman, S. A. B., & Güngör, A. (2019, November). Çalışma hayatında Y ve Z kuşağının motivasyonel farklılıkları. In Proceedings on 2nd International Conference on Technology and Science (pp. 803-810).
• Altuntuğ, N. (2012). The Consumption Phenomenon from Generation to Generation and the Consumer Profile of Future. Journal of Organisation and Management Sciences, 4(1), 203-212.
• Aydoğan, U. (2015). İlkokul ve Ortaokul Yöneticilerinin Mesleki Motivasyon Algıları (Bolu İli Örneği) [Primary and Secondary School Administrators' Perceptions of Professional Motivation (Bolu Province Example)], (Master's Thesis). Abant İzzet Baysal University, Bolu, Türkiye.
• Bağrıaçık-Yılmaz, A. (2017). Investigation of Cyberloafing Levels of Graduate Students in terms of Various Variables: A Mixed Method Study. KEFAD, 18(2), 113-134.
• Baturay, M. H., & Toker, S. (2015). An investigation of the impact of demographics on cyberloafing from an educational setting angle. Computers in Human Behavior, 50, 358–366. https://doi.org/10.1016/j.chb.2015.03.081
• Bayraktar, Ş. (1996). Job satisfaction of instructors of English at private and state universities in Turkey. (Master's Thesis). Marmara University, İstanbul, Türkiye.
• Berkowitz, L. (1974). Some determinants of impulsive aggression: role of mediated associations with reinforcements for aggression. Psychological review, 81(2), 165-176. https://doi.org/10.1037/h0036094
• Blanchard, A. L. & Henle, C. A. (2008). Correlates of Different Forms of Cyberloafing: The Role of Norms and External Locus of Control. Computers in Human Behavior, 24(3), 1067-1084. https://doi.org/10.1016/j.chb.2007.03.008
• Çınar, A. S. (2024). Sınıf Öğretmenlerinin Öğretmenlik Motivasyon Düzeylerinin İş Doyumuna Etkisinde Akademik Okuryazarlıklarının Aracı Rolüne İlişkin Betimsel bir Çalışma [A Descriptive Study on the Mediating Role of Academic Literacy in the Effect of Teacher Motivation Levels on Job Satisfaction in Primary School Teachers], (Master's Thesis). Necmettin Erbakan University, Konya, Türkiye.
• Cohen, A., & Özsoy, E. (2024). An Investigation into Cyberloafing and Its Associations with Work and Non-Work Factors. International Journal of Psychological Studies, 16(2), 18-27. https://doi.org/10.5539/ijps.v16n2p18
• D’Abate, C. P., & Eddy, E. R. (2007). Engaging in personal business on the job: Extending the presenteeism construct. Human Resource Development Quarterly, 18(3), 361-383. https://doi.org/10.1002/hrdq.1209
• Dağlı, E. S., Hamutoğlu, N. B., & Gezgin, D. M. (2017, May). Okul öncesi öğretmenlerinin nomofobi düzeyleri ile akıllı telefon ve sosyal ağ servisleri kullanma davranışları arasındaki ilişkinin incelenmesi [Examining the relationship between nomophobia levels and smartphone and social networking service use behaviors among preschool teachers]. 11. Uluslararası BÖTE Sempozyumu [11th International Educational Technology Symposium]. Malatya-Türkiye.
• Doğusoy, B., Sevinç, M., & Ergün, H. (2020). Investigation of Cyberloafing Behavior of Prospective Teachers According to Different Variables. Kastamonu Education Journal, 28(3), 1321-1332. https://doi.org/10.24106/kefdergi.3898
• Durak, H. Y., & Saritepeci, M. (2019). Occupational burnout and cyberloafing among teachers: Analysis of personality traits, individual and occupational status variables as predictors. The Social Science Journal, 56(1), 69-87. https://doi.org/10.1016/j.soscij.2018.10.011
• Ekici, M. (2020). Öğretmenlerin okullarda siber kaytarma davranışlarına ilişkin okul yöneticilerinin görüşleri (Pamukkale ve Merkezefendi ilçeleri örneği) [School administrators' opinions on teachers' cyber-slacking behavior in schools (Pamukkale and Merkezefendi districts example)], (Master's Thesis Project), Pamukkale University, Denizli, Türkiye.
• Eren, E. (2013). Yönetim ve Organizasyon: Çağdaş ve Küresel Yaklaşımlar [Management and Organization: Contemporary and Global Approaches]. (13. Ed). Beta.
• Ergün, E., & Altun, A. (2012). The Student’s Perspective of Cyberloafing and Its Causes. Educational Technology Theory and Practice, 2(1), 36-53.
• Ergün, M. (2002). Sınıfta Motivasyon. Yeraldığı Eser E. Karip (Ed.). Sınıf Yönetimi. (s.12) Ankara: Pegem A Yayıncılık.
• Ertürk, R. (2016). Work Motivation of Teachers. Journal of Educational Theory and Practice Research, 2(3), 1-15.
• Ertürk, R., & Aydın, B. (2016). The Relationship Between Work Motivation of Teachers and Their Organizational Commitment. The Journal of International Education Science, 3(9), 147-173.
• Fraenkel, J. R., & Wallen, N. E. (2006). How to Design and Evaluate Research in Education (6. baskı). McGraw-Hill.
• Garrett, R. K., & Danziger, J. N. (2008). On cyberslacking: Workplace status and personal internet use at work. Cyberpsychology & Behavior, 11(3), 287-292. https://doi.org/10.1089/cpb.2007.0146
• Gezgin, D. M. (2015). Evaluation of Computer Education and Instructional Technologies Students’ Selection Causes of Their Department: The Case of Trakya University. Trakya University Journal of Social Science, 17(2), 297-311.
• Gezgin, D. M., Arslantaş Kamalı, T., & Şumuer, E. (2018). An investigation of the cyberloafing levels of vocational and technical high school students according to different variables. Ege Journal of Education, 19(2), 408-424. https://doi.org/10.12984/egeefd.344675
• Gezgin, D. M., Hamutoğlu, N. B., Başarmak, U., & Dağlı, E. S. (2020). Akıllı telefon kullanım becerisi bağlamında okul öncesi öğretmenlerinin nomofobi eğilimlerinin incelenmesi [Examining the nomophobia tendencies of preschool teachers in the context of smartphone usage skills]. Mediterranean Educational Research Journal, 14(32), 1-16.
• Gezgin, D.M. & Sarsar, F. (2020). The Views of the Students That Are Studying in the Department of CEIT On the Situation of Cyberloafing: A Mixed Method Study. Turkish Journal of Social Research, 24(1), 243-256.
• Giordano, C., & Mercado, B. K. (2023). Cyberloafing: Investigating the importance and implications of new and known predictors. Collabra: Psychology, 9(1), 57391. https://doi.org/10.1525/collabra.57391
• Gümüştaş, Z., & Gülbahar, B. (2022). Factors Affecting the Professional Motivation of Teachers. Pearson Journal, 7(20), 180-200. https://doi.org/10.46872/pj.538
• Güngör, M., (2016). Siber Aylaklık ve Örgütsel Bağlılık İlişkisi: Kamu ve Özel Sektör Üzerine Bir Araştırma [The Relationship Between Cyberloafing and Organizational Commitment: A Study on the Public and Private Sectors], (Master’s Thesis). Atatürk University, Erzurum, Türkiye.
• Günşen, M. O. (2022). Özel eğitim alanında çalışan öğretmenlerin siber aylaklık düzeylerinin akıllı telefon bağımlılığına etkisi: Tükenmişliğin aracı rolü [The impact of cyberloafing levels among special education teachers on smartphone addiction: The mediating role of burnout], (Master’s Thesis). Trakya University, Edirne, Türkiye.
• Gürbüz, F., Bayraklı, M. & Gezgin, D. M. (2023). The effect of cyberloafing behaviors on smartphone addiction in university students: The mediating role of fear of missing out. JETOL, 6(1), 234-248. https://doi.org/10.31681/jetol.1089882
• Hirsh, R.A. (2004). Early childhood Curriculum. Incorporating multiple intelligences, developmentally appropriate practice, and play: Boston.
• Hussain, S., Saleem, F., & Malik, M. I. (2016). Cyberloafing Behavior at Work. Abasyn University Journal of Social Sciences, 9(2), 409.
• İşgüzar, S., & Ayden, C. (2017, September). Siber Aylaklık Üzerine Değerlendirmeler: Toplu Bir Bakış. 4th International Regional Development Conference (IRDC’2017), Tunceli/Türkiye.
• İzmirli, R. (2000). Motivasyonun Önemi. Medikal @ Teknik, Vol: 172, İstanbul.
• Kalaycı, E. (2010). Üniversite Öğrencilerinin Siber Aylaklık Davranışları ile Öz Düzenleme Stratejileri Arasındaki İlişkinin İncelenmesi [Examining the Relationship Between Cyberloafing Behaviors and Self-Regulation Strategies Among University Students] (Master’s Thesis). Hacettepe University, Ankara, Türkiye.
• Karadoğan, A. (2019). Generation Z and Teaching Profession. Journal of Ağrı İbrahim Çeçen University Social Sciences Institute, 5(2), 9-41. https://doi.org/10.31463/aicusbed.597636
• Karaköse, T., & Kocabaş, İ. (2006). The Effect of Teachers’ Expectations on Job Satisfaction and Motivation in Private and Public Schools. Journal of Theory and Practice in Education, 2(1), 3-14.
• Katıer, H. (2019). Okullarda siber aylaklık davranışının okul iklimine yansımalarının yönetici ve öğretmen görüşlerine göre değerlendirilmesi [An evaluation of the impact of cyberloafing behavior on the school climate, according to the views of administrators and teachers], (Master’s Thesis). Trakya University, Edirne, Türkiye.
• Kaya, E. B., Gürtürk, M. & Güçlü, B. (2021). The Effect of Cyberloafing Behavior on Group Conflict and Creative Behavior: A Study on Teachers. Parion Academic Review, 1(1), 1-18.
• Kibona, L. & Mgaya, G. (2015). Smartphones’ effects on academic performance of higher learning students. Journal of Multidisciplinary Engineering Science and Technology, 2(4), 777-784.
• Kılıç, G. N. (2017). Öğretmenlerin Okulda İnternet ve Teknoloji Kullanımına İlişkin Sanal Kaytarma Davranışlarının İncelenmesi [An Examination of Teachers' Virtual Shirking Behaviors Regarding Internet and Technology Use in Schools ] (Master’s Thesis). İstanbul Aydın University, İstanbul, Türkiye.
• Kılıç, G. N., & Kocabaş, İ. (2017). Investigation Of Cyberloafing Behavior of Teachers About Internet and Technology Usage in School. The Journal of Kesit Academy, 3(10), 715-731.
• Kılıç, Y., & Yılmaz, E. (2019). Developing The Teacher Motivation Scale in the Context of Intrinsic, Extrinsic and Administrative Factors. Journal of Education, Theory and Practical Research,, 5(1), 77-91.
• Lee, J., & Hong, I. B. (2016). Predicting positive user responses to social media advertising: The roles of emotional appeal, informativeness, and creativity. International Journal of Information Management, 36(3), 360-373. https://doi.org/10.1016/j.ijinfomgt.2016.01.001
• Lee, M. T., & Raschke, R. L. (2016). Understanding employee motivation and organizational performance: Arguments for a set-theoretic approach. Journal of Innovation & Knowledge, 1(3), 162-169. https://doi.org/10.1016/j.jik.2016.01.004
• Li, Q., Xia, B., Zhang, H., Wang, W., & Wang, X. (2022). College students' cyberloafing and the sense of meaning of life: The mediating role of state anxiety and the moderating role of psychological flexibility. Frontiers in public health, 10, 905699,01-10. https://doi.org/10.3389/fpubh.2022.905699
• Lim, V. K. (2002). The IT way of loafing on the job: Cyberloafing, neutralizing and organizational justice. Journal of organizational behavior: The international journal of industrial, occupational and Organizational Psychology and Behavior, 23(5), 675-694. https://doi.org/10.1002/job.161
• Lim, V. K., & Chen, D. J. (2012). Cyberloafing at the workplace: gain or drain on work? Behaviour & Information Technology, 31(4), 343-353. https://doi.org/10.1080/01449290903353054
• Lim, V. K., & Teo, T. S. (2005). Prevalence, perceived seriousness, justification and regulation of cyberloafing in Singapore: An exploratory study. Information & management, 42(8), 1081-1093. https://doi.org/10.1016/j.im.2004.12.002
• Marzano, R. J., & Marzano, J. S. (2003). Classroom management that works: Research-based strategies for every teacher. ASCD.
• Maviş, M. K., & Çelik, M. (2025). Öğretmenlerin Teknolojik Yeterlilikleri ile Mesleki Motivasyonları Arasındaki İlişki [The Relationship Between Teachers' Technological Competencies and Professional Motivation]. Dumlupınar Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi [Dumlupınar University Journal of Educational Sciences Institute], 9(2), 24-38. https://doi.org/10.71272/debder.1707873
• Metin-Orta, I., & Demirtepe-Saygılı, D. (2023). Cyberloafing behaviors among university students: Their relationships with positive and negative affect. Current Psychology, 42(13), 11101-11114. https://doi.org/10.1007/s12144-021-02374-3
• Niaei, M., Peidaei, M. M., & Nasiripour, A. A. (2014). The relation between staff cyberloafing and organizational commitment in organization of environmental protection. Arabian Journal of Business and Management Review, 3(7), 59-71. Retrieved from https://j.arabianjbmr.com/index.php/kcajbmr/article/view/575
• Oktay, A. (2007). Okul Öncesi Eğitimin Önemi ve Yaygınlaştırılması. Okul Öncesi Eğitimde Güncel Konular. [The Importance and Promotion of Preschool Education. Current Issues in Preschool Education], İstanbul: Morpa.
• Olufadi, Y. (2015). A configurational approach to the investigation of the multiple paths to success of students through mobile phone use behaviors. Computers & Education, 86, 84-104. https://doi.org/10.1016/j.compedu.2015.03.005
• Örücü, E., & Yıldız, H. (2014). The personal internet and technology usage at the workplace: Cyberslacking. Ege Academic Review, 14(1), 99-114.
• Özcan, S., Gökçearslan, Ş., & Yüksel, A. O. (2017). An investigation of the relationship between cyberloafing and academic motivation among university students. Küreselleşen dünyada eğitim [Education in a globalized world], pg. 733-742. https://doi.org/10.14527/9786053188407.52
• Özkalp, E., Aydın, U., & Tekeli, S., (2012). Sapkın Örgütsel Davranışlar ve Çalışma Yaşamında Yeni Bir Olgu: Siber Aylaklık ve İş İlişkilerine Etkileri [Deviant Organizational Behaviors and a New Phenomenon in Working Life: Cyberloafing and Its Effects on Work Relationship]. Çimento İşveren Dergisi [Cement Employers Journal], 26(2), 18-33.
• Palladan, A. A. (2018). Moderating effects of cyberloafing activity on innovative work behaviour and lecturers job performance. International Journal of Advanced Studies in Social Science & Innovation, 2(1), 28-49. http://dx.doi.org/10.30690/ijassi.21.03
• Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom Assessment Scoring System™: Manual K-3. Paul H. Brookes Publishing.
• Rahimnia, F., & Mazidi, A. R. K. (2015). Functions of control mechanisms in mitigating workplace loafing; evidence from an Islamic society. Computers in Human Behavior, 48, 671-681. https://doi.org/10.1016/j.chb.2015.02.035
• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
• Sarıca, H. (2019). Öğretmenlerin siber aylaklık davranışları ile işe tutkunluk düzeyleri arasındaki ilişki [The relationship between teachers' cyberloafing behaviors and their levels of job engagement], (Master's Thesis). Pamukkale University, Denizli, Türkiye.
• Şenel, S., Günaydın, S., Sarıtaş, M. T., & Çiğdem, H. (2019). The Factors Predicting Cyberloafing Behaviors of Undergraduate Students. Kastamonu Education Journal, 27(1), 95-105.
• Sivrikova, N., Roslyakova, S., Sokolova, N., & Moiseeva, E. (2019). Assessing of use of the Internet for personal reasons at lessons at school: a validation of the cyberloafing scale. In shs web of conferences (Vol. 70, p. 06010).
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6. Edt.). MA: Pearson.
• Tüzer, A. C. (2022). Examination of the relationship between secondary and high school teachers' levels of cyber loafing and the levels of self-control and self-management [Yüksek Lisans Tezi]. Sakarya Üniversitesi.
• Ulusoy, H., & Gültekin-Benli, D. (2017). Cyberloafing Behaviour in Academicians: A Study in A State University. Journal of International Social Research, 10(54), 924-934. http://dx.doi.org/10.17719/jisr.20175434661
• Urhan, F. (2018). Öğretmenlerin motivasyon düzeylerine etki eden değişkenlerin analizi [Analysis of variables affecting teachers' motivation levels], (Master's Thesis). Necmettin Erbakan University, Konya, Türkiye.
• Vitak, J., Crouse, J., & LaRose, R. (2011). Personal Internet use at work: Understanding cyberslacking. Computers in Human Behavior, 27(5), 1751-1759. https://doi.org/10.1016/j.chb.2011.03.002
• Willison, R., & Warkentin, M. (2013). Beyond deterrence: An expanded view of employee computer abuse. MIS quarterly, 1-20. https://www.jstor.org/stable/43825935
• Wu, J., Mei, W., & Ugrin, J. C. (2018). Student cyberloafing in and out of the classroom in China and the relationship with student performance. Cyberpsychology, Behavior, and Social Networking, 21(3), 199-204. https://doi.org/10.1089/cyber.2017.0397
• Yağcı, M. & Yüceler, A. (2016). Cyber Loafing with Its Conceptual Aspects. International Journal of Social Sciences and Education Research, 2(2), 663673.
• Yakışıklı, A., Yavuz, S., Asmaz, C. B., & Karagedik, H. (2023). Okul yöneticilerinin liderlik stillerinin öğretmen motivasyonuna etkisi. [The impact of school administrators' leadership styles on teacher motivation] Ulusal Eğitim Dergisi [National Journal of Education], 3(5), 864-878.
• Yalçın, B. (2021). Öğretmenlerin sosyal medya bağımlılığı ile iş doyumları arasındaki ilişki (Buldan ilçe örneği) [The relationship between teachers' social media addiction and job satisfaction (Buldan district example)] [Master's Thesis Project]. Pamukkale University.
• Yazgan, Ç. Ü., & Yıldırım, A. F. (2020). Üniversite gençliğinde internet bağımlılığı ve derslerde siber aylaklık davranışları [Internet addiction and cyberloafing behaviors in classes among university students]. Gençlik Araştırmaları Dergisi [Journal of Youth Studies], 8 (Special Issue), 5-29.
• Yıldız, E. P., Çengel, M., & Alkan, A. (2020). Investigation Of Teachers 'Nomophobia Levels According to Demographic Characteristics and Smartphone Use. OPUS International Journal of Society Research, 15(1), 5096-5120. https://doi.org/10.26466/opus.676329
• Yıldız, S., & Biçim, F. (2020). The Effect of Organizational Identification on Cyberloafing: Research in a Public Institution. Iğdır University Journal of Social Sciences, 24, 745-776.
• Yıldız, Ü., & Gümüş, H. (2017). Cyberloafing as a recreational activity at desk job workers. Journal of Recreation and Tourism Research, 4(4), 85-93. https://www.jrtr.org/index.php/jrtr/article/view/217
• Yıldız-Durak, H. & Şen, N. (Mayıs, 2018). Öğretmenlerin Mesleki Tükenmişlikleri ile Siber Aylaklık Davranışları Arasındaki İlişkinin İncelenmesi [Examining the Relationship Between Teachers' Professional Burnout and Cyberloafing Behaviors]. 12. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu [12th International Symposium on Computer and Instructional Technologies], İzmir, Türkiye.
• Yılmaz, R., Karaoğlan-Yılmaz, F. G., & Avcı, U. (2023). Examining the role of cyberloafing, narcissism, locus of control, and social appearance anxiety on the Internet gaming disorder in university students. Psychology in the Schools, 60(8), 3040-3055. https://doi.org/10.1002/pits.22894