ÜNİVERSİTE ÖĞRENCİLERİNİN EĞİTİM ORTAMLARINDA SİBER AYLAKLIK VE OYUN BAĞIMLILIĞI DÜZEYLERİ İLE İLGİLİ YORDAYICI İLİŞKİLER

Öz

Bu çalışma, üniversite öğrencilerinin oyun bağımlılık düzeyleri ile eğitim ortamlarında siber aylaklık davranışı arasındaki ilişkiyi, kendini toparlama gücü ve çeşitli değişkenler çerçevesinde incelemektedir. Bu çalışmada, üniversite öğrencilerinin demografik özellikleri ile eğitim ortamlarında siber aylaklık davranışı, oyun bağımlılık düzeyleri ve BİT kullanım alışkanlıkları arasındaki ilişkiyi belirlemek için bir korelasyonel araştırma modeli olan tahmin tasarımı kullanılmıştır. Çalışma grubunu oluşturan 472 üniversite öğrencisinin, 325'i kadın ve 147'si erkektir. Sonuçlara göre, oyun bağımlılığı hakkında oluşturulan altı modelin hepsi anlamlıdır. Bu modellerde öne çıkan değişkenler günlük oyun oynama süresi, cinsiyet ve oyun amaçlı siber aylaklık davranışıdır. Sosyal siber aylaklık ile ilgili dört modelden üçü ve oyun amaçlı siber aylaklık ile ilgili modellerin tümü önemlidir. Sosyal ve oyun amaçlı siber aylaklıkla ilgili modellerde dikkat çeken değişkenler oyun bağımlılığı ve cinsiyettir. Akademik siber aylaklık ile ilgili modeller anlamlı değildir. Bu çalışma, eğitim ortamlarında siber aylaklık, oyun bağımlılığı ve kendini toparlama gücü arasındaki ilişkileri ele alarak ilgili alandaki nomolojik ağa katkıda bulunur.

Anahtar Kelimeler

• Siber aylaklık
• Oyun bağımlılığı
• Eğitim ortamları
• Kendini toparlama gücü

PREDICTIVE RELATIONSHIPS RELATED TO THE LEVELS OF CYBERLOAFING IN THE EDUCATIONAL SETTINGS AND GAME ADDICTION OF UNIVERSITY STUDENTS

Öz

This study defined the relationship between university students’ game addiction levels and cyberloafing behavior in educational settings with resilience and various variables. In this study, we used a prediction design -a correlational research model- to determine the relationship between the demographic characteristics of university students’ cyberloafing behavior in educational settings and their level of game addiction, ICT usage habits, and resilience. The data collected with the participation of 472 university students, 325 females and 147 males, were analyzed. According to the results, all six models created about game addiction are meaningful. The prominent variables in these models are daily playing time, gender, and gaming cyberloafing. Three of the four models created related to social and gaming cyberloafing are significant. The noticeable variables in social and gaming cyberloafing models are game addiction and gender. The models related to academic cyberloafing are not significant. This study contributes to the nomological network in the relevant field by projecting the relationships between cyberloafing, gaming addiction, and resilience in educational settings.

Anahtar Kelimeler

• Cyberloafing
• Gaming Addiction
• Educational Settings
• Resilience

Kaynakça

1. Agarwal, U. (2019). Impact of Supervisors’ Perceived Communication Style on Subordinate’s Psychological Capital and Cyberloafing. Australasian Journal of Information Systems, 23, 1-27. https://doi.org/10.3127/ajis.v23i0.1759
2. Ahn, J. (2011). Digital divides and social network sites: Which students participate in social media? Journal of Educational Computing Research, 45(2), 147-163. https://doi.org/10.2190/EC.45.2.b
3. Akbulut, Y., Dönmez, O., & Dursun, Ö. Ö. (2017). Cyberloafing and social desirability bias among students and employees. Computers in Human Behavior, 72, 87-95.
4. 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
5. Akgün, F. (2020). Investigation of high school students’ cyberloafing behaviors in classes. Education and Science, 45(201), 79-108. https://doi.org/10.15390/eb.2019.8419
6. Alan, H. (2019). The intensity of social network usage and cyberloafing behaviours: A study on university students. [Sosyal ağ kullanimi yoğunluğu ve sanal kaytarma davranişlari: Üniversite öğrencileri üzerine bir inceleme] Journal of Contemporary Administrative Science 6(2), 112-129.
7. Al-Kord, N. Y. (2016). Determination of demographic factors affecting game addiction on Facebook environment. (Unpublished Master Thesis) Gazi University.
8. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM–5). APA publishing.

9. Arabacı, İ. (2017). Investigation faculty of education students’ cyberloafing behaviors in terms of various variables. The Turkish Online Journal of Educational Technology, 16(1), 72-82.
10. Ayhan, B. & Köseliören, M. (2019). Internet, online game, and addiction [Internet, online oyun ve bağımlılık]. Online Journal of Technology Addiction & Cyberbullying, 6(1), 1-30.
11. Bağrıaçık Yılmaz, A. (2017). Investigation of cyberloafing levels of graduate students in terms of various variables: A mixed method study [Lisansüstü öğrencilerinin siber aylaklık düzeylerinin çeşitli değişkenler açısından incelenmesi: Karma bir çalışma]. Ahi Evran University Journal of Kırşehir Education Faculty, 18 (2), 113-134.
12. Balıkçı, R. (2018). The relationship between online gaming addiction and aggressive behaviours [Çocuklarda ve ergenlerde çevrimiçi oyun bağımlılığı ve agresif davranışlar arasındaki ilişkinin incelenmesi]. (Unpublished Master Thesis) Fatih Sultan Mehmet Vakıf University.
13. 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.
14. Baysak, E., Kaya, F. D., Dalgar, İ., & Candansayar, S. (2016). Online Game Addiction in a Sample from Turkey: Development and Validation of the Turkish Version of Game Addiction Scale. Bulletin of Clinical Psychopharmacology 26(1), 21-31.
15. Bilge, F. (2012). Evaluation of computer addiction tendencies in a group of primary students. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi-Hacettepe Unıversity Journal of Education, (43), 96-105.
16. 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 Behaviour, 24, 1067–1084. https://doi.org/10.1016/j.chb.2007.03.008
17. Blau, G., Yang, Y., & Ward-Cook, F. (2006). Testing a measure of cyberloafing. Journal of Allied Health, 35(1), 9-17.
18. Çakmen, F. O. (2004). Examining relationship between dependence tendency of the student that study in third, fourth and fifth classes at primary school and the attitude of their parents. [İlkokul üç, dört ve beşinci sınıf öğrencilerinin bağımlılık eğilimleri ve anne-babalarının tutumları arasındaki ilişkinin incelenmesi]. (Unpublished Master Thesis). Gazi University.
19. Canale, N., Marino, C., & Griffiths, M. D. (2019). The association between problematic online gaming and perceived stress: The moderating effect of psychological resilience. Journal of Behavioral Addictions, 8(1), 174–180. https://doi.org/10.1556/2006.8.2019.01
20. Chang, E., & Kim, B. (2020). School and individual factors on game addiction: A multilevel analysis. International Journal of Psychology, 55(5), 822-831. https://doi.org/10.1002/ijop.12645
21. Charlton, J. P. & Danforth, I. D. (2007). Distinguishing addiction and high engagement in the context of online game playing. Computers in Human Behavior, 23, 1531-1548. https://doi.org/10.1016/j.chb.2005.07.002
22. Chiu, S., Lee, J., & Huang, D. (2004). Video game addiction in children and teenagers in Taiwan. Cyberpsychology Behavior, 7, 571-581. https://doi.org/10.1089/cpb.2004.7.571
23. Chou, C., & Hsiao, M. C. (2000). Internet addiction, usage, gratification, and pleasure experience: The Taiwan college students' case. Computers and Education, 35(1), 65-80. https://doi.org/10.1016/s0360-1315(00)00019-1
24. Colwell, J., & Payne, J. (2000). Negative correlates of computer game play in adolescents. British Journal of Psychology, 91, 295−310. https://doi.org/10.1348/000712600161844
25. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
26. Dearden, J. (2004). Resilience: A study of risk and protective factors from the perspective of youth people with experience of local authority care. Support for Learning 19(4), 187-193. https://doi.org/10.1111/j.0268-2141.2004.00346.x
27. Dereli, N., & İzmirli, Ö. Ş. (2022). Research on the cyberloafing levels of middle school students. Journal of Educational Technology and Online Learning, 5(4), 825-849.
28. Desai, R. A., Krishnan-Sarin, S., Cavallo, D., & Potenza, M. N. (2010). Video-gaming among high school students: Health correlates, gender differences, and problematic gaming. Pediatrics, 43, 173–183. https://doi.org/10.1542/peds.2009-2706
29. Doll, B., & Lyon, M. A. (1998). Risk and resilience: Implications for the delivery of educational and mental health services in schools. School Psychology Review, 27(3), 348-363. https://doi.org/10.1080/02796015.1998.12085921
30. Dursun, O. O., Donmez, O., & Akbulut, Y. (2018). Predictors of cyberloafing among preservice information technology teachers. Contemporary Educational Technology, 9(1), 22-41.
31. Fam, J. Y. (2018). Prevalence of internet gaming disorder in adolescents: A meta‐analysis across three decades. Scandinavian journal of psychology, 59(5), 524-531. https://doi.org/10.1111/sjop.12459
32. Galpin, V. C., & Sander, I. D. (2007). Perceptions of computer science at a South African university. Computers & Education, 49, 1330–1356. https://doi.org/10.1016/j.compedu.2006.02.008
33. Garmezy, N., Masten, A. S., & Tellegen, A. (1984). The study of stress and competence in children. A building block for developmental psychopathology. Child Development, 55, 97-111. https://doi.org/10.2307/1129837
34. Gentile, D. A. (2009). Pathological video game use among youth 8 to 18: A national study. Psychology Science, 20, 594-602. https://doi.org/10.1111/j.1467-9280.2009.02340.x
35. Gökçearslan, Ş., & Durakoğlu, A. (2014). An analysis of video game addiction levels among secondary school students according to several variables. [Ortaokul öğrencilerinin bilgisayar oyunu bağimlilik düzeylerinin çeşitli değişkenlere göre incelenmesi.] Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 23, 419-435.
36. 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
37. Grajewski, P., & Dragan, M. (2020). Adverse childhood experiences, dissociation, and anxious attachment style as risk factors of gaming disorder. Addictive behaviors reports, 11, 100269. https://doi.org/10.1016/j.abrep.2020.100269
38. Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American Psychologist, 69(1), 66-78. https://doi.org/10.1037/a0034857
39. Green, C. S., & Bavelier, D. (2003). Action video game modifies visual selective attention. Nature 423, 534–537. https://doi.org/10.1038/nature01647
40. Greengard, S. (2000). The high cost of cyberslacking employees waste time online. Workforce, 79(12), 22-24.
41. Griffiths, M. D., & Davies, M. N. (2005). Videogame addiction: Does it exist? In J. Goldstein ve J. Raessen (Eds.). Handbook of Computer Game Studies (pp. 359–368). MIT Pres.
42. Grüsser, S. M., Thalemann, C., & Griffiths, M. (2007). Excessive computer game playing: Evidence for
43. addiction and aggression? Cyberpsychology Behavior, 10, 290-292. https://doi.org/10.1089/cpb.2006.9956
44. Haktanir, A., Lenz, A. S., Can, N., & Watson, J. C. (2016). Development and evaluation of Turkish language versions of three positive psychology assessments. International Journal of Advancement in Counselling, 38, 286–297. https://doi.org/10.1007/s10447-016-9272-9
45. Han, D., Kim, S. M., Lee, Y. S., & Renshaw, P. F. (2012). The effect of family therapy on the changes in the severity of on-line game play and brain activity in adolescents with on-line game addiction. Psychiatry Research: Neuroimaging,202(2), 126-131. https://doi.org/10.1016/j.pscychresns.2012.02.011
46. Hargittai, E. (2007). Whose space? Differences among users and non-users of social network sites. Journal of Computer-Mediated Communication, 13(1), 276–297. https://doi.org/10.1111/j.1083-6101.2007.00396.x
47. Heidari, E., Moghaddam, A., & Salimi, G. (2023). Cyberloafing in academia: a sequential exploration into students’ perceptions. Education and Information Technologies, 28(7), 8113-8133.
48. Herrman, H., Stewart, D. E., Diaz-Granados, N., Berger, E. L., Jackson, B., & Yuen, T. (2011). What is resilience?. The Canadian Journal of Psychiatry, 56(5), 258-265. https://doi.org/10.1177/070674371105600504
49. Howard, S., Dryden, J., & Johnson, B. (1999). Childhood resilience: review and critique of literature. Oxford Review of Education, 25, 307-323. https://doi.org/10.1080/030549899104008
50. Huanhuan, L., & Su, W. (2013). The role of cognitive distortion in online game addiction among Chinese adolescents. Children and Youth Services Review,35(9), 1468-1475. https://doi.org/10.1016/j.childyouth.2013.05.021
51. Kalelioğlu, F. (2015). A new way of teaching programming skills to K-12 students: Code.org. Computers in Human Behavior 52, 200-210. https://doi.org/10.1016/j.chb.2015.05.047
52. Keser, H., & Esgi, N. (2012). An analysis of self-perceptions of elementary school students in terms of computer game addiction. Procedia - Social and Behavioral Sciences,46, 247-251. https://doi.org/10.1016/j.sbspro.2012.05.101
53. Kim, H. S., Son, G., Roh, E. B., Ahn, W. Y., Kim, J., Shin, S. H., ... & Choi, K. H. (2022). Prevalence of gaming disorder: A meta-analysis. Addictive behaviors, 126, 107183. https://doi.org/10.1016/j.addbeh.2021.107183
54. Kim, Y., & Smith, D. (2015). Pedagogical and technological augmentation of mobile learning for young children interactive learning environments. Interactive Learning Environments, 25(1), 4-16. https://doi.org/10.1080/10494820.2015.1087411
55. Koay, K. Y. (2018). Assessing cyberloafing behaviour among university students: a validation of the cyberloafing scale. Peternika Journal Socıal Scıences & Humanıtıes 26(1), 409-424.
56. Kovacevic, I., Minovic, M., Milovanovic, M., Pablos, P. O., & Starcevic, D. (2013). Motivational aspects of different learning contexts: “My mom won’t let me play this game”. Computers in Human Behavior, 29, 354- 363. https://doi.org/10.1016/j.chb.2012.01.023
57. Kubey, R. W., Lavin, M. J., & Barrows, J. R. (2001). Internet use and collegiate academic performance decrements: early findings. Journal of Communication, 51(2), 366-382. https://doi.org/10.1111/j.1460-2466.2001.tb02885.x
58. Kweon, Y. R., & Park, M. S. (2012). Effects of school adjustment on higher grade elementary school students' internet game addiction: Focused on gender difference. Journal of Korean Academy of Psychiatric and Mental Health Nursing, 21(2), 99-107. https://doi.org/10.12934/jkpmhn.2012.21.2.99
59. Lee, H. H., & Cranford, J. A. (2008). Does resilience moderate the associations between parental problem drinking and adolescents’ internalizing and externalizing behaviors? a study of Korean adolescents. Drug and Alcohol Dependence, 96(3), 213-221. https://doi.org/10.1016/j.drugalcdep.2008.03.007
60. 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. https://doi.org/10.1080/15213260802669458
61. Lermi, U., & Afat, N. (2020). Ortaokul öğrencilerinde bilgisayar oyunu bağimliliğinin ebeveyn davranişlari açisindan incelenmesi. İZÜ Eğitim Dergisi, 2 (3), 122-136. https://doi.org/10.46423/izujed.749654
62. Lewis, D. O. (2005). Adult antisocial behavior, criminality and violence. In B. J. Sadock ve V. A. Sadock (Eds). Kaplan & Sadock’s Comprehensive Textbook of Psychiatry (pp. 2258-2272). Lippincott Williams & Wilkins.
63. 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
64. Lin, Y. H., & Hou, H. T. (2015). Exploring young children’s performance on and acceptance of an educational scenario-based digital game for teaching route-planning strategies: a case study. Interactive Learning Environments, 24(8), 1967-1980. https://doi.org/10.1080/10494820.2015.1073745
65. Liu, M., & Peng, W. (2009). Cognitive and psychological predictors of the negative outcomes associated with playing MMOGs (massively multiplayer online games). Computers in Human Behavior, 25(6), 1306-1311. https://dx.doi.org/10.1016/j.chb.2009.06.002
66. Loton, D. (2007). Problem video game playing, self esteem and social skills: an online study. Undergraduate thesis. Victoria University.
67. Luthar, S., & Zigler, E. (1991). Vulnerability and competence: a review of research on resilience in childhood. American Journal of Orthopsychiatry, 61, 6-22. https://doi.org/10.1037/h0079218
68. Madran, H. A., & Çakılcı, E. F. (2014). The relationship between aggression and online video game addiction: A study on massively multiplayer online video game players. Anatolian Journal of Psychiatry, 15(2), 99-107. https://doi.org/10.5455/apd.39828
69. Mansumitrchai, S., Park, C. H., & Chiu, C. L. (2012). Factors underlying the adoption of social network: A study of Facebook users in South Korea. International Journal of Business and Management,7(24), 138-153. https://doi.org/10.5539/ijbm.v7n24p138
70. Marcus, F. M. (1991). Mattering: Its measurement and theoretical significance for social psychology [Paper Presentation]. Annual meeting of the Eastern Sociological Association, Cincinnati.
71. Masten, A. S., & Reed, M. J. (2002). Resilience in development. In C. R. Snyder and S. J. Lopez (Eds.). The handbook of positive psychology. Oxford University Press.
72. Mercado, B. K., Giordano, C., & Dilchert, S. (2017). A meta-analytic investigation of cyberloafing. Career Development International, 22(5), 546-564. https://doi.org/10.1108/cdi-08-2017-0142
73. 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.
74. Muslu, G., & Aygün, Ö. (2020). An Analysis of Computer Game Addiction in Primary School Children and Its Affecting Factors. Journal of Addictions Nursing 31(1), 30-38. https://doi.org/10.1097/jan.0000000000000322
75. Mustafaoğlu, R., & Yasacı, Z. (2018). The negative effects of digital game playing on children's mental and physical health [Dijital oyun oynamanin çocuklarin ruhsal ve fiziksel sağliği üzerine olumsuz etkileri]. Bağımlılık Dergisi 19(3), 51-58.
76. O’Neill, T. A., Hambley, L. A., & Chatellier, G. (2014). Cyberslacking, engagement, and personality in distributed work environments. Computers in Human Behavior, 40, 152–160. https://doi.org/10.1016/j.chb.2014.08.005
77. Okoroma, F. N., & Okafor, I. A. (2018). The influence of cyberloafing on library and information studies students at the University of Ibadan, Nigeria. Journal of Educational Research and Review, 6(3), 54-60.
78. Pinkerton, J., & Dolan, P. (2007). Family support, social capital, resilience and adolescent coping. Child & Family Social Work, 12(3), 219-228. https://doi.org/10
79. Prot, S., Anderson, C. A., Gentile, D. A., Brown, S. C., & Swing, E. L. (2014). The positive and negative effects of video game play. In A. Jordan & D. Romer (Eds.). Media and the Well-Being of Children and Adolescents (109-128). Oxford University Press.
80. Rajab, A. M., Zaghlou, M. S., Enabi, S., Rajab, T. M., Al-Khani, A. M., Basalah, A., & Alchalati, S. W. (2020). Gaming addiction and perceived stress among Saudi adolescents. Addictive Behaviors Reports, 11, 1-7. https://doi.org/10.1016/j.abrep.2020.100261
81. Ramirez, E. R. (2007). Resilience: A concept analysis. Nursing Forum, 42(2), 73-82. https://doi.org/10.1111/j.1744-6198.2007.00070.x
82. Robertson, T. W., Yan, Z., & Rapoza, K. A. (2018). Is resilience a protective factor of internet addiction?. Computers in Human Behavior, 78, 255-260. https://doi.org/10.1016/j.chb.2017.09.027
83. Şahin, Y. L. (2019). A review on Facebook social network users' behaviors of academic procrastination and cyberloafing in educational settings [Facebook sosyal ağ kullanıcılarının akademik erteleme davranışları ile eğitsel ortamlardaki siber aylaklık durumlarının incelenmesi]. Ahi Evran Universitesi Kırşehir Eğitim Fakültesi Dergisi 21(1), 629-666.
84. Saquib, N., Saquib, J., Wahid, A., Ahmed, A. A., Dhuhayr, H. E., Zaghloul, M. S., . . . Al-Mazrou, A. (2017). Video game addiction and psychological distress among expatriate adolescents in Saudi Arabia. Addictive Behaviors Reports, 28(6), 112-117. https://doi.org/10.1016/j.abrep.2017.09.003
85. Saritepeci, M. (2020). 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. https://doi.org/10.1007/s10639-019-10042-0
86. Saritepeci, M., & Sert U. (2021). Cyberloafing Level of University Students: A Scale Development Study. Research On Education and Psychology 5(1), 41-52.
87. Seçer, İ. (2013). SPSS ve LISREL ile pratik veri analizi. Analiz ve raporlaştırma. Ankara: Anı Yayıncılık.
88. Seçkin, Z., & Kerse, G. (2017). Cyberloafing behaviors of university students and an examination of such behaviors in view of assorted variables: An empirical research [Üniversite öğrencilerinin sanal kaytarma davranışları ve bu davranışların çeşitli değişkenler açısından incelenmesi: Ampirik bir araştırma] Aksaray Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi 9 (1), 89-110.
89. Şenel, S., Günaydın, S., Sarıtaş, M. T., & Çiğdem, H. (2019). The factors predicting cyberloafing behaviors of undergraduate students [Üniversite öğrencilerinin siber aylaklık seviyelerini yordayan faktörler]. Kastamonu Eğitim Dergisi 27(1), 95-105.
90. Seok, H. J., Lee, J. M., Park, C.-Y., & Park, J. Y. (2018). Understanding internet gaming addiction among South Korean adolescents through photovoice. Children and Youth Services Review, 94, 35-42. https://doi.org/10.1016/j.childyouth.2018.09.009
91. Sezgin, S., Erol, O., Dulkadir, N., & Karakaş, A. (2011). EIT students’ purposes about using facebook and their views about educational usage of Facebook: The case of MAKU. [Bilgisayar ve Öğretim Teknolojileri (BÖTE) öğrencilerinin Facebook kullanım amaçları ve eğitsel bağlamda kullanımı ile ilgili görüşleri: MAKÜ örneği.] İstanbul: 11th International Educational Technology Conference. http://doi.org/10.13140/RG.2.1.4407.0886.
92. Şişman Eren, E. (2014). Developing social media use purposes scale and examining based on some personal variables [Sosyal medya kullanım amaçları ölçeğinin geliştirilmesi ve bazı kişisel değişkenlere göre incelenmesi]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 29(4), 230-243.
93. Skripkauskaite, S., Fazel, M., & OxWell Study Team. (2022). Time Spent Gaming, Device Type, Addiction Scores, and Well-being of Adolescent English Gamers in the 2021 OxWell Survey: Latent Profile Analysis. JMIR Pediatrics and Parenting, 5(4), e41480.
94. Soh, P. C., Koay, K. Y., & Lim, V. K. (2018). Understanding cyberloafing by students through the lens of an extended theory of planned behavior. First Monday, 23(6). https://doi.org/10.5210/fm.v23i6.7837
95. Sung, Y., Nam, T.-H., & Hwang, M. H. (2020). Attachment style, stressful events, and Internet gaming addiction in Korean university students. Personality and Individual Differences,154. https://doi.org/10.1016/j.paid.2019.109724.
96. Tanrıverdi, Ö., & Karaca, F. (2018). Investigating the relationships between adolescents’ levels of cognitive absorption and cyberloafing activities according to demographic characteristics [Ergenlerin demografik özelliklerine göre bilişsel kapılma ve siber aylaklık etkinlik düzeylerinin incelenmesi]. The Turkish Journal on Addictions, 5(2), 285-315.
97. Thomas, N. J., & Martin, F. H. (2010). Video-arcade game, computer game and Internet activities of Australian students: Participation habits and prevalence of addiction. Australian Journal of Psychology, 62 (2), 59-66. https://doi.org/10.1080/00049530902748283
98. Tıngaz, E. O., Altun, M., & Vural, Ş. N. (2019). Examination of Computer Game Addiction and Attention in Turkish Secondary School Students. i-Manager’s Journal on Educational Psychology, 13(1), 29-36.
99. Toker, S., & Baturay, M. H. (2021). Factors affecting cyberloafing in computer laboratory teaching settings. International Journal of Educational Technology in Higher Education, 18, 1-24. https://doi.org/10.1186/s41239-021-00250-5
100. Torun, F., Akçay, A., & Çoklar, A. N. (2015). Analyzing of Computer Games Effects on Social Life and Academic Behaviour of the Secondary School Students. Karaelmas Journal of Educational Sciences 3, 25-35.
101. Twum, R., Yarkwah, C., & Nkrumah, I. K. (2021). Utilisation of the Internet for Cyberloafing Activities among University Students. Journal of Digital Educational Technology, 1(1), ep2101.
102. Ugrin, J. C., Pearson, M. J., & Odom, M. D. (2007). Profiling Cyber-Slackers in the Workplace: Demographic, Cultural and Workplace Factors. Journal of Internet Commerce, 6(3), 75-89. https://doi.org/10.1300/j179v06n03_04
103. Varol, F., & Yıldırım, E. (2018). An examination of cyberloafing behaviors in classrooms from students’ perspectives. Turkish Online Journal of Qualitative Inquiry (TOJQI), 9,1, 26-46. https://doi.org/10.17569/tojqi.349800
104. Viriyapong, R., & Sookpiam, M. (2019). Education campaign and family understanding affect stability and qualitative behavior of an online game addiction model for children and youth in Thailand. Mathematical Methods in the Applied Sciences; 42(18), 6906-6916. https://doi.org/10.1002/mma.5796
105. 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
106. Wallenius, M., Rimpelä, A., Punamäki, R. L., & Lintonen, T. (2009). Digital game playing motives among adolescents: Relations to parent–child communication, school performance, sleeping habits, and perceived health. Journal of Applied Developmental Psychology. 30(4), 463-474. https://doi.org/10.1016/j.appdev.2008.12.021
107. Wang, C. S., & Chiou, W. B. (2006). Why Are Adolescents Addicted to Online Gaming? An Interview Study in Taiwan. Cyberpsychology & Behavior, 9(6), 762-766. https://doi.org/10.1089/cpb.2006.9.762
108. Wang, L., & Zhu, S. (2011). Online game addiction addiction university student (Dissertation). Retrieved from https://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13757
109. We Are Social (2023). Digital 2023: Global Overview Report. October 5, 2023, Retrieved from https://wearesocial.com/uk/blog/2023/01/digital-2023/.
110. 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
111. Yang, Z., Asbury, K., & Griffiths, M. D. (2019). An exploration of problematic smartphone use among Chinese university students: Associations with academic anxiety, academic procrastination, self-regulation and subjective wellbeing. International Journal of Mental Health and Addiction, 17(3), 596-614. https://doi.org/10.1007/s11469-018-9961-1
112. Yavuz, O. (2018). Investigation of the Levels of Perceived Social Support and Internet and Game Addiction in Gifted Students [Özel Yetenekli öğrencilerde internet ve oyun bağımlılığı]. Yaşam becerileri psikoloji dergisi 2(4), 281-296. https://doi.org/10.31461/ybpd.475080
113. Yıldız Durak, H., & Saritepeci, M (2020). Examination of the relationship between cyberbullying and cyber victimization. Journal of Child and Family Studies 29 (10), 2905-2915. https://doi.org/10.1007/s10826-020-01768-4
114. Yıldız 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. https://doi.org/10.1016/j.soscij.2018.10.011
115. Yıldız Durak, H. (2019). Cyberloafing in Learning Environments Where Online Social Networking Sites Are Used as Learning Tools: Antecedents and Consequences. Journal of Educational Computing Research 2020, 58(3), 539–569. https://doi.org/10.1177/0735633119867766
116. Young, K. S. (2009). Understanding online gaming addiction and treatment issues for adolescents. The American journal of family therapy, 37(5), 355-372. https://doi.org/10.1080/01926180902942191
117. Zhou, B., Li, Y., Hai, M., Wang, W., & Niu, B. (2023). Challenge-hindrance stressors and cyberloafing: A perspective of resource conservation versus resource acquisition. Current Psychology, 42 (2), 1172-1181. https://doi.org/10.1007/s12144-021-01505-0
118. Zorbaz, S. D., Ulaş, O., & Kızıldağ, S. (2014). Relation between video game addiction and interfamily relationships on primary school students. Educational Sciences: Theory & Practice, 15(2), 489-497. https://doi.org/10.12738/estp.2015.2.2090