IJSTR

International Journal of Scientific & Technology Research

Home About Us Scope Editorial Board Blog/Latest News Contact Us
0.2
2019CiteScore
 
10th percentile
Powered by  Scopus
Scopus coverage:
Nov 2018 to May 2020

CALL FOR PAPERS
AUTHORS
DOWNLOADS
CONTACT

IJSTR >> Volume 10 - Issue 6, June 2021 Edition



International Journal of Scientific & Technology Research  
International Journal of Scientific & Technology Research

Website: http://www.ijstr.org

ISSN 2277-8616



Exploring The Antecedents And Situational Conditions Affecting Cyberloafing Behavior Among College Students: A Grounded Theory Approach

[Full Text]

 

AUTHOR(S)

Mohmmad M.Dmour

 

KEYWORDS

cyberloafing, cyberslacking, miss-use the Internet, education environment.

 

ABSTRACT

The researcher conducted a grounded theory study of cyberloafing among the IT college students in Jordan to explore adaptive and maladaptive aspects of factors that affect cyberloafing and to come out with a paradigm model of the antecedents of cyberloafing and to help the universities in Jordan and around the world to understand this behavior and find the solution to control the cyberloafing among the students and guide future empirical research. The researcher discusses previous research on the definition and dimensionality of cyberloafing and describe the study in which interview data were collected in 4 stages, where the number of informants was 48 students from four universities in Jordan, identifying 90 initial code and 7 macrothemes. Findings were validated by members’ checks. The authors describe in detail informants’ perceptions of cyberloafing, which were used to construct a 5-component paradigm model that includes adaptive and maladaptive dimensions of cyberloafing.

 

REFERENCES

[1] E. E. Chukwuemeka, I. N. Collins, E. Iloke, Stephen, and A. Elizabeth, “Organizational Identification and Proactive Work Behaviour as Predictors of Cyber-loafing among Anambra State Civil Servants,” Asian J. Adv. Res. Reports, vol. 8, no. 2, pp. 10–19, 2020, doi: 10.9734/ajarr/2020/v8i230194.
[2] J. Wu, W. Mei, and J. C. Ugrin, “Student Cyberloafing In and Out of the Classroom in China and the Relationship with Student Performance,” Cyberpsychology, Behav. Soc. Netw., vol. 21, no. 3, pp. 199–204, 2018, doi: 10.1089/cyber.2017.0397.
[3] G. Jandaghi, S. M. Alvani, H. Z. Matin, and S. F. Kozekanan, “Cyberloafing Management in Organizations,” Iran. J. Manag. Stud., vol. 8, no. 3, pp. 335–349, 2015.
[4] Kalaycı, “Üniversite öğrencilerinin siber aylaklık davranışları ile öz düzenleme stratejileri arasındaki ilişkinin incelenmesi,” Hacettepe Üniversitesi Fen Bilim. Enstitüsü, 2010, Accessed: Jun. 20, 2018. [Online]. Available: https://www.google.com/search?rlz=1C1CHZL_enJO751JO751&ei=fkMpW7q1C8_39QPUw5nYDg&q=Üniversite+öğrencilerinin+siber+aylaklık+davranışları+ile+öz+düzenleme+stratejileri+arasındaki+ilişkinin+incelenmesi.
[5] A. Kamins, “Cyber-loafing: Does employee time online add up to net losses,” New York Daily News, New York, 1995.
[6] V. K. G. Lim, “The IT way of loafing on the job: Cyberloafing, neutralizing and organizational justice,” J. Organ. Behav., vol. 23, no. 5, pp. 675–694, 2002, doi: 10.1002/job.161.
[7] A. Al-Shuaibi, C. Subramaniam, and F. Mohd-Shamsudin, “The Mediating Influence of Job Satisfaction on the Relationship between HR Practices and Cyberdeviance,” J. Mark. Manag., vol. 5, no. 1, pp. 105–119, 2014, [Online]. Available: http://wv9lq5ld3p.search.serialssolutions.com.library.capella.edu/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%253Aabiglobal&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Journal+of+Marketing+and+Management&.
[8] N. P. Rana, E. Slade, S. Kitching, and Y. K. Dwivedi, “The IT way of loafing in class: Extending the theory of planned behavior (TPB) to understand students’ cyberslacking intentions,” Comput. Human Behav., vol. 101, pp. 114–123, 2019, doi: 10.1016/j.chb.2019.07.022.
[9] A. Urbaczewski and L. M. Jessup, “Does electronic monitoring of employee internet usage work?,” Commun. ACM, vol. 45, no. 1, pp. 80–83, 2002, doi: 10.1145/502269.502303.
[10] A. Alshuaibi, M. F. Shamsudin, and M. Alshuaibi, “Internet Misuse at Work in Jordan : Challenges and Implications,” in Proceedings of the 3rd convention of the world association of business schools (WAiBS), 2015, pp. 68–78.
[11] M. M. Dmour, H. S. Bakar, and M. R. Hamzah, “An antecedent, consequences, and policies view of cyber loafing among students,” Int. J. Innov. Creat. Chang., vol. 11, no. 2, pp. 325–338, 2020.
[12] K. Kim, M. D. C. Triana, K. Chung, and N. Oh, “WHEN DO EMPLOYEES CYBERLOAF? AN INTERACTIONIST PERSPECTIVE EXAMINING PERSONALITY, JUSTICE, AND EMPOWERMENT,” Hum. Resour. Manage., vol. 55, no. 6, pp. 1041–1058, 2016, doi: 10.1002/hrm.
[13] R. Yılmaz and H. Yurdugül, “Cyberloafing in IT classrooms: exploring the role of the psycho-social environment in the classroom, attitude to computers and computing courses, motivation and learning strategies,” J. Comput. High. Educ., vol. 30, no. 3, pp. 530–552, 2018, doi: 10.1007/s12528-018-9184-2.
[14] F. Varol and E. Yıldırım, “Cyberloafing in Higher Education: Reasons and Suggestions from Students’ Perspectives,” Technol. Knowl. Learn., vol. 24, no. 1, pp. 129–142, 2019, doi: 10.1007/s10758-017-9340-1.
[15] Y. Akbulut, Ö. Ö. Dursun, O. Dönmez, and Y. L. Şahin, “In search of a measure to investigate cyberloafing in educational settings,” Comput. Human Behav., vol. 55, pp. 616–625, 2016, doi: 10.1016/j.chb.2015.11.002.
[16] Hu.edu.jo, “E-Learning Department,” 2020, Apr. 07, 2020. https://hu.edu.jo/icet/index.aspx?typ=168 (accessed Apr. 07, 2020).
[17] Ju.edu.jo, “King Abdullah University of Science and Technology: Jordanian university,” Jordanian university wepsite, 2020. http://computer.ju.edu.jo/ar/arabic/Pages/EducationResearch.aspx (accessed Apr. 07, 2020).
[18] Zuj.edu.jo, “Computer Labs | Al-Zaytoonah University,” Al-Zaytoonah University website, 2020. https://www.zuj.edu.jo/faculty-of-business/economic-laboratories-and-workshops/?lang=ar (accessed Apr. 07, 2020).
[19] Internetsociety.org, “Internet-Access-Education_2017120,” 2017. [Online]. Available: https://www.internetsociety.org/wp-content/uploads/2017/11/Internet-Access-Education_2017120.pdf.
[20] X. Carbonell, A. Chamarro, U. Oberst, B. Rodrigo, and M. Prades, “Problematic use of the internet and smartphones in university students: 2006–2017,” Int. J. Environ. Res. Public Health, vol. 15, no. 3, p. 475, 2018, doi: 10.3390/ijerph15030475.
[21] M. H. Baturay and S. Toker, “An investigation of the impact of demographics on cyberloafing from an educational setting angle,” Comput. Human Behav., vol. 50, pp. 358–366, 2015, doi: 10.1016/j.chb.2015.03.081.
[22] Ş. Gökçearslan, F. K. Mumcu, T. Haşlaman, and Y. D. Çevik, “Modelling smartphone addiction: The role of smartphone usage, self-regulation, general self-efficacy and cyberloafing in university students,” Comput. Human Behav., vol. 63, pp. 639–649, 2016, doi: 10.1016/j.chb.2016.05.091.
[23] S. M. Ravizza, M. G. Uitvlugt, and K. M. Fenn, “Logged In and Zoned Out: How Laptop Internet Use Relates to Classroom Learning,” Psychol. Sci., vol. 28, no. 2, pp. 171–180, 2017, doi: 10.1177/0956797616677314.
[24] Z. Kornhauser, A. Paul, and K. Siedlecki, “An Examination of Students’ Use of Technology for Non-Academic Purposes in the College Classroom,” J. Teach. Learn. with Technol., vol. 5, no. 1, pp. 1–15, 2016, doi: 10.14434/jotlt.v5n1.13781.
[25] P. Soh and K. Yeik, “Understanding cyberloafing by students through the lens of an extended theory of planned behavior.,” First Monday, vol. 23, no. 6, pp. 1–18, 2018, doi: 10.5210/fm.v23i6.7837.
[26] H. Heflin, J. Shewmaker, and J. Nguyen, “Impact of mobile technology on student attitudes, engagement, and learning,” Comput. Educ., vol. 107, pp. 91–99, 2017, doi: 10.1016/j.compedu.2017.01.006.
[27] S. Courtney, W. Babchuck, and J. LaDeane, “Evolving the method: Grounded theory in the context of post-hoc analysis,” 1994, Accessed: Aug. 27, 2018. [Online]. Available: http://newprairiepress.org/aerc/1994/papers/18/.
[28] F. Moretti, L. Vliet, J. Bensing, and G. Deledda, “A standardized approach to qualitative content analysis of focus group discussions from different countries,” Patient Educ. Couns., vol. 82, no. 3, pp. 420–428, 2011, Accessed: Aug. 02, 2018. [Online]. Available: https://www.sciencedirect.com/science/article/pii/S0738399111000176.
[29] M. Schreier, Qualitative content analysis in practice. Sage Publications, 2012.
[30] P. E. Mazmanian, “A Decision-Making Approach to Needs Assessment and Objective Setting in Continuing Medical Education,” Adult Educ., vol. 31, no. 1, pp. 3–17, Sep. 1980, doi: 10.1177/074171368003100101.
[31] Strauss and J. Corbin, Basics of qualitative research : techniques and procedures for developing grounded theory, 2nd ed. Sage Publications, 1998.
[32] A. E. Flanigan and K. A. Kiewra, “What College Instructors Can Do About Student Cyber-slacking,” Educ. Psychol. Rev., vol. 30, no. 2, pp. 585–597, 2018, doi: 10.1007/s10648-017-9418-2.
[33] B. R. McCoy, “Digital Distractions in the Classroom Phase II: Student Classroom Use of Digital Devices for Non-Class Related Purposes,” J. Media Educ., vol. 7, no. 1, pp. 5–32, 2016.
[34] J. W. Creswell, Qualitative inquiry and research design: Choosing among five approaches, 3 th editi. Sage Publications, 2015.
[35] Corbin and Strauss, “Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory,” 2015, 4th ed., doi: 10.1016/j.soctra.2016.09.006.
[36] B. Arabaci, “Investigation Faculty of Education Students’ Cyberloafing Behaviors,” Turkish Online J. Educ. Technol., vol. 16, no. 1, pp. 72–82, 2017, [Online]. Available: https://files.eric.ed.gov/fulltext/EJ1124916.pdf.
[37] Statista.com, “Number of internet users in the United States 2019,” statistia, 2019. https://www.statista.com/statistics/276445/number-of-internet-users-in-the-united-states/ (accessed May 19, 2020).
[38] H. Keser, M. Kavuk, and G. Numanoglu, “The relationship between Cyber-Loafing and internet addiction,” cypriot J. Educ. Sci., vol. 11, no. 1, pp. 37–42, 2016.
[39] J. Yan and J. Yang, “Trait procrastination and compulsive Internet use as predictors of cyberloafing,” in 11th International Conference on Service Systems and Service Management (ICSSSM ), 2014, pp. 1–4, doi: 10.1109/ICSSSM.2014.6874119.
[40] S. Yaşar and H. Yurdugül, “The Investigation of Relation Between Cyberloafing Activities and Cyberloafing Behaviors in Higher Education,” Procedia - Soc. Behav. Sci., vol. 83, pp. 600–604, 2013, doi: 10.1016/j.sbspro.2013.06.114.
[41] Z. Huma, S. Hussain, R. Thurasamy, and M. I. Malik, “Determinants of cyberloafing: a comparative study of a public and private sector organization,” Emerald Insight, vol. 27, no. 1, pp. 97–117, 2017, doi: http://dx.doi.org/10.1108/VINE-10-2013-0063.
[42] F. Varol and E. Yıldırım, “An Examination of Cyberloafing Behaviors in Classrooms from Students’ Perspectives,” Turkish Online J. Qual. Inq., vol. 9, no. 1, pp. 26–46, 2018, doi: 10.17569/tojqi.349800.
[43] R. Pekrun and L. Garcia, International Handbook of Emotions in Education, 1st Editio. Routledge, 2014.
[44] M. Pielot, T. Dingler, J. S. Pedro, and N. Oliver, “When attention is not scarce - detecting boredom from mobile phone usage,” in Proceedings of the 2015 ACM International Joint Conference on Pervasive and Ubiquitous Computing - UbiComp ’15, 2015, pp. 825–836, doi: 10.1145/2750858.2804252.
[45] H. Jia, R. Jia, and S. Karau, “Cyberloafing and personality: The impact of the Big Five traits and workplace situational factors,” J. Leadersh. Organ. Stud., vol. 20, no. 3, pp. 358–365, 2013, doi: 10.1177/1548051813488208.
[46] A. Lepp, J. Li, J. Barkley, and S. Salehi-Esfahani, “Exploring the relationships between college students’ cell phone use, personality and leisure,” Comput. Human Behav., vol. 43, pp. 210–219, 2015, doi: 10.1016/j.chb.2014.11.006.
[47] C. S. Andreassen, T. Torsheim, and S. Pallesen, “Predictors of use of social network sites at work - a specific type of cyberloafing,” J. Comput. Commun., vol. 19, no. 4, pp. 906–921, 2014, doi: 10.1111/jcc4.12085.
[48] L. Varghese and L. K. Barber, “A preliminary study exploring moderating effects of role stressors on the relationship between Big Five personality traits and workplace cyberloafing,” Cyberpsychology J. Psychosoc. Res. Cybersp., vol. 11, no. 4, Dec. 2017, doi: 10.5817/CP2017-4-4.
[49] R. Jia and H. Jia, “An individual trait-based investigation of employee cyberloafing,” J. Inf. Technol. Manag., vol. XXVI, no. 1, pp. 58–71, 2015.
[50] J. W. Creswell, Educational research : planning, conducting, and evaluating quantitative and qualitative research, 2nd Editio. Merrill, 2005.
[51] B. Harry, K. M. Sturges, and J. K. Klingner, “Mapping the Process: An Exemplar of Process and Challenge in Grounded Theory Analysis,” Educ. Res., vol. 34, no. 2, pp. 3–13, 2005, doi: 10.3102/0013189X034002003.
[52] K. Charmaz, “Constructionism and the Grounded Theory Method,” in Handbook of constructionist research, J. Holstein and J. F. Gubrium, Eds. NewYork: The Guilford Press, 2008, pp. 397–412.
[53] B. Glaser, Basics of grounded theory analysis: Emergence vs forcing. Sociology Press, 1992.
[54] J. K. Nayak, “Relationship among smartphone usage, addiction, academic performance and the moderating role of gender: A study of higher education students in India,” Comput. Educ., vol. 123, pp. 164–173, 2018, doi: 10.1016/j.compedu.2018.05.007.
[55] H. Pontes, M. Griffiths, and I. Patrão, “Internet Addiction and Loneliness Among Children and Adolescents in the Education Setting: An Empirical Pilot Study,” Aloma, vol. 32, no. 1, pp. 91–98, 2014.
[56] L. Yuwanto, “Academic Flow and Cyberloafing,” J. Psychol. Res., vol. 8, no. 4, pp. 173–177, 2018, doi: 10.17265/2159-5542/2018.04.006.
[57] S. Özcan, Ş. Gökçearslan, and A. Yüksel, “An investigation of the relationship between cyberloafing and academic motivation among university students,” Küreselleşen dünyada eğitim, vol. 52, pp. 733–742, 2017, doi: 10.14527/9786053188407.52.
[58] A. Taneja, V. Fiore, and B. Fischer, “Cyber-slacking in the classroom: Potential for digital distraction in the new age,” Comput. Educ., vol. 82, pp. 141–151, 2015, doi: 10.1016/j.compedu.2014.11.009.