Cyberloafing Level of University Students: A Scale Development Study

Abstract

Considering the destructive effects of cyberloafing behaviors on learning-teaching activities, it gains importance what the underlying causes of such behaviors, and which variables are related to them. In the literature, the emphasis on commonly used technologies in cyberloafing scales, which were frequently opted for, was generally developed necessitates these scales to be reviewed over time. In this context, it was aimed to develop a valid, reliable, and up-to-date scale for determining the level of cyberloafing behavior of university students in educational settings. For this purpose, the literature and previously developed scales related to cyberloafing were examined. Based on the literature review and the addressed cyberloafing scales, a 26-item scale form created. Data were collected from 312 participants with the online data collection form, and EFA and CFA were carried out with this collected data. As a result of the analyzes, a valid, reliable, and up-to-date cyberloafing scale in education settings with 13 items and 3-subscales was created. The internal consistency coefficient of the scale and subscales range between .77-91.

Keywords

• Cyberloafing
• Educational settings
• Scale development
• University students

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