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Year 2021, Volume: 5 Issue: 1, 41 - 52, 30.06.2021

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References

  • Akbulut, Y., Dönmez, O., & Dursun, Ö. Ö. (2017). Cyberloafing and social desirability bias among students and employees. Computers in Human Behavior, 72, 87-95.
  • 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.
  • Anandarajan, M., Devine, P., & Simmers, C. A. (2004). A multidimensional scaling approach to personal web usage in the workplace. Personal web usage in the workplace: A guide to effective human resources management, (pp.61-79). IGI Global.
  • 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.
  • Blancard, A. L., & Henle, C. A. (2008). Correlaates of different forms of cyberloafing: The role of norms and external locus of control. Computer in Human Behavior, 24, 1067-1084.
  • 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.
  • Büyüköztürk, Ş. (2011). Handbook of data analysis for social sciences [In Turkish] (15 ed.). Pegem Academy.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: basic concepts, applications, and programming (multivariate applications series). New York: Taylor & Francis Group, 396, 7384.
  • Cha, S.-S., & Seo, B.-K. (2018). Smartphone use and smartphone addiction in middle school students in Korea: Prevalence, social networking service, and game use. Health psychology open, 5(1), 2055102918755046.
  • Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (pp. 440-456). Routledge.
  • Comrey, A. L. (1988). Factor-analytic methods of scale development in personality and clinical psychology. Journal of consulting and clinical psychology, 56(5), 754-761.
  • Demirtepe-Saygılı, D., & Metin-Orta, I. (2020). An investigation of cyberloafing in relation to coping styles and psychological symptoms in an educational setting. Psychological reports, 0033294120950299.
  • Dursun, O. O., Donmez, O., & Akbulut, Y. (2018). Predictors of Cyberloafing among Preservice Information Technology Teachers. Contemporary Educational Technology, 9(1), 22-41.
  • Galluch, P., & Thatcher, J. (2011). Maladaptive vs. faithful use of internet applications in the Classroom: An empirical examination. Journal of Information Technology Theory and Application (JITTA), 12(1), 5-21.
  • Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & gaming, 33(4), 441-467.
  • Gökçearslan, Ş., Uluyol, Ç., & Şahin, S. (2018). Smartphone addiction, cyberloafing, stress and social support among university students: A path analysis. Children and Youth Services Review, 91, 47-54. https://doi.org/10.1016/j.childyouth.2018.05.036
  • Gürbüz, S., & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Henle, C. A., & Blanchard, A. L. (2008). The interaction of work stressors and organizational sanctions on cyberloafing. Journal of Managerial Issues, 20(3), 383-400.
  • Hussain, S., Thurasamy, R., & Malik, M. I. (2017). Determinants of cyberloafing: a comparative study of a public and private sector organization. Internet Research, 27(1). https://doi.org/10.1108/IntR-12-2014-0317
  • Koay, K.-Y. (2018). Assessing Cyberloafing Behaviour among University Students: A Validation of the Cyberloafing Scale. Pertanika Journal of Social Sciences & Humanities, 26(1).
  • Lemmens, J. S., Valkenburg, P. M., & Peter, J. (2009). Development and validation of a game addiction scale for adolescents. Media Psychology, 12(1), 77-95.
  • Li, S. M., & Chung, T. M. (2006). Internet function and Internet addictive behavior. Compters in Human Behavior, 22(6), 1067-1071.
  • Lim, V. K. (2002). The IT way of loafing on the job: Cyberloafing, neutralizing and organizational justice. Journal of Organizational Behavior, 23(5), 675-694.
  • Lim, V. K., Teo, T. S., & Loo, G. L. (2002). How do I loaf here? Let me count the ways. Communications of the ACM, 45(1), 66-70.
  • Liu, C.-H., Lin, S.-H., Pan, Y.-C., & Lin, Y.-H. (2016). Smartphone gaming and frequent use pattern associated with smartphone addiction. Medicine, 95(28), 1-4.
  • Masadeh, T. S. Y. (2021). Prevalence of Nomophobia and Cyberloafing Behaviors among Undergraduate Students. European Journal of Education Studies, 8(2), 342-361.
  • Oravec, J. A. (2002). Constructive approaches to Internet recreation in the workplace. Communications of the ACM, 45(1), 60-63.
  • Polat, M. (2018). Derslerde akıllı telefon siber aylaklığı ölçeği (DATSAÖ): Üniversite öğrencileri için bir ölçek uyarlama çalışması [The smart phone cyberloafing scale in classes (SPCSC): A scale adaptation study for university students]. Social Sciences Studies Journal (SSSJournal), 4(21), 3114-3127.
  • Ragan, E. D., Jennings, S. R., Massey, J. D., & Doolittle, P. E. (2014). Unregulated use of laptops over time in large lecture classes. Computers & Education, 78, 78-86.
  • Saritepeci, M. (2020a). Developing Computational Thinking Skills of High School Students: Design-Based Learning Activities and Programming Tasks. Asia-Pacific Education Researcher, 29(1), 35-54. https://doi.org/10.1007/s40299-019-00480-2
  • Saritepeci, M. (2020b). Predictors of Cyberloafing among High School Students: Unauthorized Access to School Network, Metacognitive Awareness and Smartphone Addiction. Education and Information Technologies, 25(3), 2201-2219.
  • Saritepeci, M., & Çakır, H. (2019). The Effect of Digital Storytelling Activities Used in Social Studies Course on Student Engagement and Motivation. In L. W. Bailey (Ed.), Educational Technology and the New World of Persistent Learning. IGI Global.
  • Seçkin, Z., & Kerse, G. (2017). Üniversite öğrencilerinin sanal kaytarma davranışları ve bu davranışların çeşitli değişkenler açısından incelenmesi: ampirik bir araştırma [Cyberloafing behaviors of university students and an examination of such behaviors in view ofassortedvariables: an empirical research]. Aksaray Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi [Journal of Aksaray University Faculty of Economics and Administrative Sciences], 9(1), 89-110.
  • Sharma, S. (2020). I want it my way: Using consumerism and neutralization theory to understand students’ cyberslacking behavior. International Journal of Information Management, 53, 102131.
  • Sipior, J. C., & Ward, B. T. (2002). A strategic response to the broad spectrum of Internet abuse. Information Systems Management, 19(4), 71-79.
  • Stanton, J. M. (2002). Company profile of the frequent Internet user. Communications of the ACM, 45(1), 55-59.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (6 ed.). Pearson.
  • Taneja, A., Fiore, V., & Fischer, B. (2015). Cyber-slacking in the classroom: Potential for digital distraction in the new age. Computers & Education, 82, 141-151.
  • Tanrıverdi, Ö., & Karaca, F. (2018). Investigating the Relationships between Adolescents’ Levels of Cognitive Absorption and Cyberloafing Activities according to Demographic Characteristics.
  • Tindell, D. R., & Bohlander, R. W. (2012). The use and abuse of cell phones and text messaging in the classroom: A survey of college students. College Teaching, 60(1), 1-9.
  • Toker, S., & Baturay, M. H. (2021). Factors affecting cyberloafing in computer laboratory teaching settings. International Journal of Educational Technology in Higher Education, 18(1), 1-24.
  • Vitak, J., Crouse, J., & LaRose, R. (2011). Personal Internet use at work: Understanding cyberslacking. Computers in Human Behavior, 27(5), 1751-1759.
  • We Are Social, H. (2021a). Digital 2021. https://wearesocial.com/digital-2020
  • We Are Social, H. (2021b). Digital 2021: Turkey. In Digital 2021. https://datareportal.com/reports/digital-2021-turkey
  • Wu, J., Mei, W., Liu, L., & Ugrin, J. C. (2020). The bright and dark sides of social cyberloafing: Effects on employee mental health in China. Journal of business research, 112, 56-64.
  • 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.
  • Yaşar, S. (2013). Üniversite öğrencilerinin denetim odağı ve bilgisayar laboratuvarına yönelik tutumlarının siberaylaklık davranışlarına etkisi [The effects of students’ locus of control and attitudes towards computer laboratory on their cyberloafing behaviour] (Master Thesis, Hacettepe University). Ankara.
  • Yildiz-Durak, H., & 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.
  • Yildiz Durak, H. (2020). Cyberloafing in learning environments where online social networking sites are used as learning tools: Antecedents and consequences. Journal of Educational Computing Research, 58(3), 539-569.

Cyberloafing Level of University Students: A Scale Development Study

Year 2021, Volume: 5 Issue: 1, 41 - 52, 30.06.2021

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.

Supporting Institution

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Project Number

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Thanks

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References

  • Akbulut, Y., Dönmez, O., & Dursun, Ö. Ö. (2017). Cyberloafing and social desirability bias among students and employees. Computers in Human Behavior, 72, 87-95.
  • 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.
  • Anandarajan, M., Devine, P., & Simmers, C. A. (2004). A multidimensional scaling approach to personal web usage in the workplace. Personal web usage in the workplace: A guide to effective human resources management, (pp.61-79). IGI Global.
  • 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.
  • Blancard, A. L., & Henle, C. A. (2008). Correlaates of different forms of cyberloafing: The role of norms and external locus of control. Computer in Human Behavior, 24, 1067-1084.
  • 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.
  • Büyüköztürk, Ş. (2011). Handbook of data analysis for social sciences [In Turkish] (15 ed.). Pegem Academy.
  • Byrne, B. M. (2010). Structural equation modeling with AMOS: basic concepts, applications, and programming (multivariate applications series). New York: Taylor & Francis Group, 396, 7384.
  • Cha, S.-S., & Seo, B.-K. (2018). Smartphone use and smartphone addiction in middle school students in Korea: Prevalence, social networking service, and game use. Health psychology open, 5(1), 2055102918755046.
  • Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education (pp. 440-456). Routledge.
  • Comrey, A. L. (1988). Factor-analytic methods of scale development in personality and clinical psychology. Journal of consulting and clinical psychology, 56(5), 754-761.
  • Demirtepe-Saygılı, D., & Metin-Orta, I. (2020). An investigation of cyberloafing in relation to coping styles and psychological symptoms in an educational setting. Psychological reports, 0033294120950299.
  • Dursun, O. O., Donmez, O., & Akbulut, Y. (2018). Predictors of Cyberloafing among Preservice Information Technology Teachers. Contemporary Educational Technology, 9(1), 22-41.
  • Galluch, P., & Thatcher, J. (2011). Maladaptive vs. faithful use of internet applications in the Classroom: An empirical examination. Journal of Information Technology Theory and Application (JITTA), 12(1), 5-21.
  • Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, motivation, and learning: A research and practice model. Simulation & gaming, 33(4), 441-467.
  • Gökçearslan, Ş., Uluyol, Ç., & Şahin, S. (2018). Smartphone addiction, cyberloafing, stress and social support among university students: A path analysis. Children and Youth Services Review, 91, 47-54. https://doi.org/10.1016/j.childyouth.2018.05.036
  • Gürbüz, S., & Şahin, F. (2014). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
  • Henle, C. A., & Blanchard, A. L. (2008). The interaction of work stressors and organizational sanctions on cyberloafing. Journal of Managerial Issues, 20(3), 383-400.
  • Hussain, S., Thurasamy, R., & Malik, M. I. (2017). Determinants of cyberloafing: a comparative study of a public and private sector organization. Internet Research, 27(1). https://doi.org/10.1108/IntR-12-2014-0317
  • Koay, K.-Y. (2018). Assessing Cyberloafing Behaviour among University Students: A Validation of the Cyberloafing Scale. Pertanika Journal of Social Sciences & Humanities, 26(1).
  • Lemmens, J. S., Valkenburg, P. M., & Peter, J. (2009). Development and validation of a game addiction scale for adolescents. Media Psychology, 12(1), 77-95.
  • Li, S. M., & Chung, T. M. (2006). Internet function and Internet addictive behavior. Compters in Human Behavior, 22(6), 1067-1071.
  • Lim, V. K. (2002). The IT way of loafing on the job: Cyberloafing, neutralizing and organizational justice. Journal of Organizational Behavior, 23(5), 675-694.
  • Lim, V. K., Teo, T. S., & Loo, G. L. (2002). How do I loaf here? Let me count the ways. Communications of the ACM, 45(1), 66-70.
  • Liu, C.-H., Lin, S.-H., Pan, Y.-C., & Lin, Y.-H. (2016). Smartphone gaming and frequent use pattern associated with smartphone addiction. Medicine, 95(28), 1-4.
  • Masadeh, T. S. Y. (2021). Prevalence of Nomophobia and Cyberloafing Behaviors among Undergraduate Students. European Journal of Education Studies, 8(2), 342-361.
  • Oravec, J. A. (2002). Constructive approaches to Internet recreation in the workplace. Communications of the ACM, 45(1), 60-63.
  • Polat, M. (2018). Derslerde akıllı telefon siber aylaklığı ölçeği (DATSAÖ): Üniversite öğrencileri için bir ölçek uyarlama çalışması [The smart phone cyberloafing scale in classes (SPCSC): A scale adaptation study for university students]. Social Sciences Studies Journal (SSSJournal), 4(21), 3114-3127.
  • Ragan, E. D., Jennings, S. R., Massey, J. D., & Doolittle, P. E. (2014). Unregulated use of laptops over time in large lecture classes. Computers & Education, 78, 78-86.
  • Saritepeci, M. (2020a). Developing Computational Thinking Skills of High School Students: Design-Based Learning Activities and Programming Tasks. Asia-Pacific Education Researcher, 29(1), 35-54. https://doi.org/10.1007/s40299-019-00480-2
  • Saritepeci, M. (2020b). Predictors of Cyberloafing among High School Students: Unauthorized Access to School Network, Metacognitive Awareness and Smartphone Addiction. Education and Information Technologies, 25(3), 2201-2219.
  • Saritepeci, M., & Çakır, H. (2019). The Effect of Digital Storytelling Activities Used in Social Studies Course on Student Engagement and Motivation. In L. W. Bailey (Ed.), Educational Technology and the New World of Persistent Learning. IGI Global.
  • Seçkin, Z., & Kerse, G. (2017). Üniversite öğrencilerinin sanal kaytarma davranışları ve bu davranışların çeşitli değişkenler açısından incelenmesi: ampirik bir araştırma [Cyberloafing behaviors of university students and an examination of such behaviors in view ofassortedvariables: an empirical research]. Aksaray Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi [Journal of Aksaray University Faculty of Economics and Administrative Sciences], 9(1), 89-110.
  • Sharma, S. (2020). I want it my way: Using consumerism and neutralization theory to understand students’ cyberslacking behavior. International Journal of Information Management, 53, 102131.
  • Sipior, J. C., & Ward, B. T. (2002). A strategic response to the broad spectrum of Internet abuse. Information Systems Management, 19(4), 71-79.
  • Stanton, J. M. (2002). Company profile of the frequent Internet user. Communications of the ACM, 45(1), 55-59.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (6 ed.). Pearson.
  • Taneja, A., Fiore, V., & Fischer, B. (2015). Cyber-slacking in the classroom: Potential for digital distraction in the new age. Computers & Education, 82, 141-151.
  • Tanrıverdi, Ö., & Karaca, F. (2018). Investigating the Relationships between Adolescents’ Levels of Cognitive Absorption and Cyberloafing Activities according to Demographic Characteristics.
  • Tindell, D. R., & Bohlander, R. W. (2012). The use and abuse of cell phones and text messaging in the classroom: A survey of college students. College Teaching, 60(1), 1-9.
  • Toker, S., & Baturay, M. H. (2021). Factors affecting cyberloafing in computer laboratory teaching settings. International Journal of Educational Technology in Higher Education, 18(1), 1-24.
  • Vitak, J., Crouse, J., & LaRose, R. (2011). Personal Internet use at work: Understanding cyberslacking. Computers in Human Behavior, 27(5), 1751-1759.
  • We Are Social, H. (2021a). Digital 2021. https://wearesocial.com/digital-2020
  • We Are Social, H. (2021b). Digital 2021: Turkey. In Digital 2021. https://datareportal.com/reports/digital-2021-turkey
  • Wu, J., Mei, W., Liu, L., & Ugrin, J. C. (2020). The bright and dark sides of social cyberloafing: Effects on employee mental health in China. Journal of business research, 112, 56-64.
  • 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.
  • Yaşar, S. (2013). Üniversite öğrencilerinin denetim odağı ve bilgisayar laboratuvarına yönelik tutumlarının siberaylaklık davranışlarına etkisi [The effects of students’ locus of control and attitudes towards computer laboratory on their cyberloafing behaviour] (Master Thesis, Hacettepe University). Ankara.
  • Yildiz-Durak, H., & 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.
  • Yildiz Durak, H. (2020). Cyberloafing in learning environments where online social networking sites are used as learning tools: Antecedents and consequences. Journal of Educational Computing Research, 58(3), 539-569.
There are 49 citations in total.

Details

Primary Language English
Subjects Studies on Education, Psychology
Journal Section Articles
Authors

Mustafa Sarıtepeci 0000-0002-6984-0652

Uğurcan Sert This is me 0000-0003-2654-5853

Project Number -
Publication Date June 30, 2021
Published in Issue Year 2021 Volume: 5 Issue: 1

Cite

APA Sarıtepeci, M., & Sert, U. (2021). Cyberloafing Level of University Students: A Scale Development Study. Research on Education and Psychology, 5(1), 41-52.

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