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Year 2022, Volume: 9 Issue: 5, 414 - 429, 01.09.2022

Meryem Sevinç Berrin Dogusoy

https://doi.org/10.17275/per.22.121.9.5
Cited By: 3

Abstract

References

  • Agarwal, A., & Dixit, A. (2020). Fake News Detection: An Ensemble Learning Approach. 4th International Conference on Intelligent Computing and Control Systems (ICICCS), 1178-1183, doi: 10.1109/ICICCS48265.2020.9121030.
  • Agarwal, R., & Karahanna, E. (2000). Time flies when you’re having fun: Cognitive absorption and beliefs about information technology usage. MIS Quarterly, 24(4), 665–694. https://doi.org/10.2307/3250951
  • Akar, I., & Coskun, B. K. (2020). Exploring the relationship between creativity and cyberloafing of prospective teachers. Thinking Skills Creativity 38:100724. https://doi.org/10.1016/j.tsc.2020.100724
  • Akyol-Güner, T., & Demir, İ. (2021). Relationship between Smartphone Addiction and Nomophobia, Anxiety, Self-Control in High School Students. Addicta: The Turkish Journal on Addictions, 10.5152/ADDICTA.2021.21089. DOI: 10.5152/ADDICTA.2021.21089.
  • 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
  • Akbulut, Y., Dönmez, O., & Dursun, Ö. Ö. (2017). Cyberloafing and social desirability bias among students and employees. Computers in Human Behavior, 72, 87–95. https://doi.org/10.1016/j.chb.2017.02.043.
  • Akkoyunlu, B. (2002). Teachers’ Internet use and their opinions on this subject [Öğretmenlerin internet kullanımı ve bu konudaki öğretmen görüşleri]. Hacettepe University the Journal of Education, 22 (22), 1-8.
  • Aljomaa, S. S., Al.Qudah, M. F., Albursan, I. S., Bakhiet, S. F., & Abduljabbar, A. S. (2016). Smartphone addiction among university students in the light of some variables. Computers in Human Behavior, 61, 155-164, https://doi.org/10.1016/j.chb.2016.03.041.
  • Arabacı, İ. B. (2017). Investigation faculty of education students' cyberloafing behaviors in terms of various variables. Turkish Online Journal of Educational Technology - TOJET,16(1), 72-82.
  • Arıkan, F., & Özgür, H. (2019). Investigation of cyberloafing and cognitive absorption levels of Social Science, 21 (2), 863-885. https://doi.org/10.26468/trakyasobed.569532
  • Askew, K., Buckner, J. E., Taing, M. U., Ilie, A., Bauer, J. A., & Coovert, M. D. (2014). Explaining cyberloafing: The role of the theory of planned behavior. Computers in Human Behavior, 36, 510–519. https://doi.org/10.1016/j.chb.2014.04.006
  • Bağrıaçık Yılmaz, A. (2017). Investigation of cyberloafing levels of graduate students in terms of various variables: A mixed method study. Ahi Evran University Journal of Kırşehir Education Faculty, 18(2), 113–134.
  • Barnes, J., Pressey, A. D., & Scornavacca, E. (2019). Mobile ubiquity: Understanding the relationship between cognitive absorption, smartphone addiction and social network services. Computers in Human Behavior, 90, 246-258. https://doi.org/10.1016/j.chb.2018.09.013
  • Baturay, M. H., & Toker, S. (2015). The 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
  • Beri, N., & Gulati,S. (2022). Cyberloafing as a challenge for integration of ICT in education. Journal of Image Processing and Intelligent Remote Sensing(JIPIRS), 2 (1), 14–19. https://doi.org/10.55529/jipirs.21.14.19
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp.17-66). Springer, Dordrecht. http://dx.doi.org/10.1007/978-94-007-2324-5_2
  • Carbonell, X., Chamarro, A., Oberst,U., Rodrigo, B., & Prades, M. (2018). Problematic use of the Internet and smartphones in university students: 2006–2017. International Journal of Environmental Research and Public Health, 15 (3): 475. doi: 10.3390/ijerph15030475
  • Carbonell, X., & Panova T. (2017). A critical consideration of social networking sites’ addiction potential. Addiction Research &Theory. 25:48–57. https://doi.org/10.1080/16066359.2016.1197915
  • 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), 1-15: 2055102918755046. Doi: 10.1177/2055102918755046
  • Choi, H. S., Lee, H. K., & Ha, J. C. (2012). The influence of smartphone addiction on mental health, campus life and personal relations-Focusing on K university students. Journal of the Korean Data and Information Science Society, 23(5), 1005e1015. https://doi.org/10.7465/jkdi.2012.23.5.1005
  • Çutuk Akkuş, Z. (2021). Investigating the relationship among social media addiction, cognitive absorption, and self-esteem. Malaysian Online Journal of Educational Technology, 9(2), 42-51. http://dx.doi.org/10.52380/mojet.2021.9.2.211
  • Durak, H. Y. (2020). Cyberloafing in learning environments where online social networking sites are used as learning tools: Antecedents and consequences. Journal of Educational Computing Research, 58, 539–569. https://doi.org/10.1177/0735633119867766.
  • Dursun, O., Dönmez, O., & Akbulut, Y. (2018). Predictors of cyberloafing among preservice information technology teachers. Contemporary Educational Technology, 9, 22–41 Retrieved from http://dergipark.gov.tr/cet/issue/34282/378820.
  • Ergün, E., & Altun, A. (2012). The student’s perspective of cyberloafing and its causes. Educational Technology Theory and Practice 2(1), 36-53.
  • Flanigan, A. E., & Babchuk, W. A. (2015). Social media as academic quicksand: A phenomenological study of student experiences in and out of the classroom. Learning and Individual Differences, 44, 40-45.https://doi.org/10.1016/j.lindif.2015.11.003
  • Fraenkel, J. R.,Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. 8th Edition. New York: McGraw-Hill.
  • 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, 12 (1), 5-21.
  • 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., Arslantaş, T. K., & 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
  • Gerow, J. E., Galluch, P.S., & Thatcher, J.B. (2010). “To slack or not to slack: Internet usage in the classroom”. Journal of Information Technology: Theory and Implication,11(3), http://aisel.aisnet.org/cgi/viewcontent.cgi?article=1287&context=jitta.
  • Gökçearslan, Ş., Mumcu, F. K., Haşlaman, T., & Çevik, Y. D. (2016). Modelling smartphone addiction: The role of smartphone usage, self-regulation, general self-efficacy and cyberloafing in university students. Computers in Human Behavior, 63, 639–649.
  • 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
  • Hair, J. F. H., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate Data Analysis (6th ed). Pearson Prentice Hall: Upper Saddle River.
  • Hayıt, T., & Dönmez, O. (2016). Investigation of the relationship between cyber-loafing profiles and cognitive absorption of university students. Journal of Research in Education and Teaching, 5(16), 146-150.
  • International Society for Technology in Education (2016). ISTE Standards: Students. Retrieved from https://www.iste.org/standards/iste-standards-for-students
  • Karabıyık, C., Baturay, M. H., & Özdemir, M. (2021). Intention as a Mediator between Attitudes, Subjective Norms, and Cyberloafing among Preservice Teachers of English. Participatory Educational Research, (2), 57-73. https://doi.org/10.17275/per.21.29.8.2
  • Koç, A. (2019). Relationship between cognitive absorption and online self regulation of students in blended learning environment. (Master’s Thesis), Sakarya University, Sakarya.
  • Koçak-Usluel, Y., & Kurt-Vural, F. (2009). Adaptation of Cognitive Absorption Scale To Turkish. Ankara University Journal of Faculty of Educational Sciences (JFES), 42 (2) , 77-92 . https://doi.org/10.1501/Egifak_0000001177
  • Kwon, M., Lee J-Y., Won, W-Y, Park, J-W, Min, J-A, Hahn, C., Gu, X., Choi, J-H., & Kim, D-J. (2013). Development and Validation of a Smartphone Addiction Scale (SAS). PLoS ONE, 8(2): e56936. https://doi.org/10.1371/journal.pone.0056936
  • Lim, V.K.G., (2002). The IT way of loafing on the job: cyberloafing, neutralizing and organizational justice. Journal of Organizational Behaviour, 23, 675–694. https://doi.org/10.1002/job.161
  • Lim, V. K. G. & Teo, T.S. H. (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
  • Metin-Orta, I., Demirutku, K. (2020). Cyberloafing behaviors among university students and its relation to Hedonistic-Stimulation value orientation, cyberloafing attitudes, and time spent on the Internet. Curr Psychol. https://doi.org/10.1007/s12144-020-00932-9
  • Özer, Ö. (2020). Smartphone Addiction and Fear of Missing out: Does Smartphone Use Matter for Students’ Academic Performance?. Journal of Computer and Education Research, 8 (15), 344 – 355. https://doi.org/10.18009/jcer.696481
  • Pindek, S., Krajcevska, A., & Spector, P. E. (2018). Cyberloafing as a coping mechanism: Dealing with workplace boredom. Computers in Human Behavior, 86, 147-152. https://doi.org/10.1016/j.chb.2018.04.040
  • Rana, N. P., Slade, E., Kitching, S., & Dwivedi, Y. K. (2019). The IT way of loafing in class: Extending the theory of planned behavior (TPB) to understand students’ cyberslacking intentions. Computers in Human Behavior, 101, 114-123. https://doi.org/10.1016/j.chb.2019.07.022
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Exploring the relationship between Secondary School Students’ Smartphone Addiction, Cognitive Absorption, and Cyber loafing activities

Year 2022, Volume: 9 Issue: 5, 414 - 429, 01.09.2022

Meryem Sevinç Berrin Dogusoy

https://doi.org/10.17275/per.22.121.9.5
Cited By: 3

Abstract

Students' problematic internet behaviour is often mentioned concept in the related literature. Even though the related literature concentrated on students’ problematic internet behaviour from various perspectives among different sampling groups, most of the studies focused on adults than younger groups. Therefore, the current study focused on exploring the secondary school students’ cyberloafing activity, cognitive absorption, and smartphone addiction levels according to the demographic characteristics and determining the relationship between smartphone addiction, cognitive absorption, and cyberloafing behaviours. Data were collected from a total of 808 students enrolled in secondary school in the 2020-2021 academic year. Findings showed that secondary school students’ cyberloafing activity levels did not significantly differ in terms of gender, school type, and grade level while they differed in terms of smartphone use time. Furthermore, adolescents’ cognitive absorption levels significantly differed in terms of gender, school type, grade level, and daily smartphone use. Students’ smartphone addiction levels significantly differed between genders and daily smartphone use time while they did not differ in terms of school type and grade level. It was found that there were positive correlations between cognitive absorption and cyberloafing activity level; cognitive absorption and smartphone addiction level; and cyberloafing and smartphone addiction levels. These results reveal the current situation among secondary school students while examining the levels of smartphone addiction, cyberloafing, and cognitive absorption and their relations.

Keywords

cognitive absorption smartphone addiction secondary school students cyberloafing

References

  • Agarwal, A., & Dixit, A. (2020). Fake News Detection: An Ensemble Learning Approach. 4th International Conference on Intelligent Computing and Control Systems (ICICCS), 1178-1183, doi: 10.1109/ICICCS48265.2020.9121030.
  • Agarwal, R., & Karahanna, E. (2000). Time flies when you’re having fun: Cognitive absorption and beliefs about information technology usage. MIS Quarterly, 24(4), 665–694. https://doi.org/10.2307/3250951
  • Akar, I., & Coskun, B. K. (2020). Exploring the relationship between creativity and cyberloafing of prospective teachers. Thinking Skills Creativity 38:100724. https://doi.org/10.1016/j.tsc.2020.100724
  • Akyol-Güner, T., & Demir, İ. (2021). Relationship between Smartphone Addiction and Nomophobia, Anxiety, Self-Control in High School Students. Addicta: The Turkish Journal on Addictions, 10.5152/ADDICTA.2021.21089. DOI: 10.5152/ADDICTA.2021.21089.
  • 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
  • Akbulut, Y., Dönmez, O., & Dursun, Ö. Ö. (2017). Cyberloafing and social desirability bias among students and employees. Computers in Human Behavior, 72, 87–95. https://doi.org/10.1016/j.chb.2017.02.043.
  • Akkoyunlu, B. (2002). Teachers’ Internet use and their opinions on this subject [Öğretmenlerin internet kullanımı ve bu konudaki öğretmen görüşleri]. Hacettepe University the Journal of Education, 22 (22), 1-8.
  • Aljomaa, S. S., Al.Qudah, M. F., Albursan, I. S., Bakhiet, S. F., & Abduljabbar, A. S. (2016). Smartphone addiction among university students in the light of some variables. Computers in Human Behavior, 61, 155-164, https://doi.org/10.1016/j.chb.2016.03.041.
  • Arabacı, İ. B. (2017). Investigation faculty of education students' cyberloafing behaviors in terms of various variables. Turkish Online Journal of Educational Technology - TOJET,16(1), 72-82.
  • Arıkan, F., & Özgür, H. (2019). Investigation of cyberloafing and cognitive absorption levels of Social Science, 21 (2), 863-885. https://doi.org/10.26468/trakyasobed.569532
  • Askew, K., Buckner, J. E., Taing, M. U., Ilie, A., Bauer, J. A., & Coovert, M. D. (2014). Explaining cyberloafing: The role of the theory of planned behavior. Computers in Human Behavior, 36, 510–519. https://doi.org/10.1016/j.chb.2014.04.006
  • Bağrıaçık Yılmaz, A. (2017). Investigation of cyberloafing levels of graduate students in terms of various variables: A mixed method study. Ahi Evran University Journal of Kırşehir Education Faculty, 18(2), 113–134.
  • Barnes, J., Pressey, A. D., & Scornavacca, E. (2019). Mobile ubiquity: Understanding the relationship between cognitive absorption, smartphone addiction and social network services. Computers in Human Behavior, 90, 246-258. https://doi.org/10.1016/j.chb.2018.09.013
  • Baturay, M. H., & Toker, S. (2015). The 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
  • Beri, N., & Gulati,S. (2022). Cyberloafing as a challenge for integration of ICT in education. Journal of Image Processing and Intelligent Remote Sensing(JIPIRS), 2 (1), 14–19. https://doi.org/10.55529/jipirs.21.14.19
  • Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp.17-66). Springer, Dordrecht. http://dx.doi.org/10.1007/978-94-007-2324-5_2
  • Carbonell, X., Chamarro, A., Oberst,U., Rodrigo, B., & Prades, M. (2018). Problematic use of the Internet and smartphones in university students: 2006–2017. International Journal of Environmental Research and Public Health, 15 (3): 475. doi: 10.3390/ijerph15030475
  • Carbonell, X., & Panova T. (2017). A critical consideration of social networking sites’ addiction potential. Addiction Research &Theory. 25:48–57. https://doi.org/10.1080/16066359.2016.1197915
  • 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), 1-15: 2055102918755046. Doi: 10.1177/2055102918755046
  • Choi, H. S., Lee, H. K., & Ha, J. C. (2012). The influence of smartphone addiction on mental health, campus life and personal relations-Focusing on K university students. Journal of the Korean Data and Information Science Society, 23(5), 1005e1015. https://doi.org/10.7465/jkdi.2012.23.5.1005
  • Çutuk Akkuş, Z. (2021). Investigating the relationship among social media addiction, cognitive absorption, and self-esteem. Malaysian Online Journal of Educational Technology, 9(2), 42-51. http://dx.doi.org/10.52380/mojet.2021.9.2.211
  • Durak, H. Y. (2020). Cyberloafing in learning environments where online social networking sites are used as learning tools: Antecedents and consequences. Journal of Educational Computing Research, 58, 539–569. https://doi.org/10.1177/0735633119867766.
  • Dursun, O., Dönmez, O., & Akbulut, Y. (2018). Predictors of cyberloafing among preservice information technology teachers. Contemporary Educational Technology, 9, 22–41 Retrieved from http://dergipark.gov.tr/cet/issue/34282/378820.
  • Ergün, E., & Altun, A. (2012). The student’s perspective of cyberloafing and its causes. Educational Technology Theory and Practice 2(1), 36-53.
  • Flanigan, A. E., & Babchuk, W. A. (2015). Social media as academic quicksand: A phenomenological study of student experiences in and out of the classroom. Learning and Individual Differences, 44, 40-45.https://doi.org/10.1016/j.lindif.2015.11.003
  • Fraenkel, J. R.,Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. 8th Edition. New York: McGraw-Hill.
  • 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, 12 (1), 5-21.
  • 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., Arslantaş, T. K., & 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
  • Gerow, J. E., Galluch, P.S., & Thatcher, J.B. (2010). “To slack or not to slack: Internet usage in the classroom”. Journal of Information Technology: Theory and Implication,11(3), http://aisel.aisnet.org/cgi/viewcontent.cgi?article=1287&context=jitta.
  • Gökçearslan, Ş., Mumcu, F. K., Haşlaman, T., & Çevik, Y. D. (2016). Modelling smartphone addiction: The role of smartphone usage, self-regulation, general self-efficacy and cyberloafing in university students. Computers in Human Behavior, 63, 639–649.
  • 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
  • Hair, J. F. H., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006). Multivariate Data Analysis (6th ed). Pearson Prentice Hall: Upper Saddle River.
  • Hayıt, T., & Dönmez, O. (2016). Investigation of the relationship between cyber-loafing profiles and cognitive absorption of university students. Journal of Research in Education and Teaching, 5(16), 146-150.
  • International Society for Technology in Education (2016). ISTE Standards: Students. Retrieved from https://www.iste.org/standards/iste-standards-for-students
  • Karabıyık, C., Baturay, M. H., & Özdemir, M. (2021). Intention as a Mediator between Attitudes, Subjective Norms, and Cyberloafing among Preservice Teachers of English. Participatory Educational Research, (2), 57-73. https://doi.org/10.17275/per.21.29.8.2
  • Koç, A. (2019). Relationship between cognitive absorption and online self regulation of students in blended learning environment. (Master’s Thesis), Sakarya University, Sakarya.
  • Koçak-Usluel, Y., & Kurt-Vural, F. (2009). Adaptation of Cognitive Absorption Scale To Turkish. Ankara University Journal of Faculty of Educational Sciences (JFES), 42 (2) , 77-92 . https://doi.org/10.1501/Egifak_0000001177
  • Kwon, M., Lee J-Y., Won, W-Y, Park, J-W, Min, J-A, Hahn, C., Gu, X., Choi, J-H., & Kim, D-J. (2013). Development and Validation of a Smartphone Addiction Scale (SAS). PLoS ONE, 8(2): e56936. https://doi.org/10.1371/journal.pone.0056936
  • Lim, V.K.G., (2002). The IT way of loafing on the job: cyberloafing, neutralizing and organizational justice. Journal of Organizational Behaviour, 23, 675–694. https://doi.org/10.1002/job.161
  • Lim, V. K. G. & Teo, T.S. H. (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
  • Metin-Orta, I., Demirutku, K. (2020). Cyberloafing behaviors among university students and its relation to Hedonistic-Stimulation value orientation, cyberloafing attitudes, and time spent on the Internet. Curr Psychol. https://doi.org/10.1007/s12144-020-00932-9
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There are 60 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Meryem Sevinç 0000-0001-7011-8010

Berrin Dogusoy 0000-0002-3314-4006

Publication Date September 1, 2022
Acceptance Date July 20, 2022
Published in Issue Year 2022 Volume: 9 Issue: 5

Cite

APA Sevinç, M., & Dogusoy, B. (2022). Exploring the relationship between Secondary School Students’ Smartphone Addiction, Cognitive Absorption, and Cyber loafing activities. Participatory Educational Research, 9(5), 414-429. https://doi.org/10.17275/per.22.121.9.5

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