Predictors of Cyberloafing among Preservice Information Technology Teachers

Year 2018, Volume: 9 Issue: 1, 22 - 41, 15.01.2018

Ozcan Ozgur Dursun Onur Donmez Yavuz Akbulut

Abstract

The
current mixed-method study investigated the extent of involvement in
cyberloafing within classroom settings among preservice information technology
teachers. Thirteen state universities were picked randomly from hierarchical
clusters, which were determined according to the national university rankings. Then,
a recent five-factor cyberloafing scale was administered to 1856 participants in
these universities to collect the quantitative data. An open-ended survey was also
administered to two volunteers from each university (n: 26) to address their rationale for cyberloafing. Parametric
analyses on cyberloafing scores were conducted through considering background
variables including gender, university, grade level, grade point average, socioeconomic
status, ownership of mobile devices and online social networking habits. The
qualitative data were processed through descriptive content analysis, which was
confirmed by an independent scholar. Findings revealed that males surpassed
females in terms of three cyberloafing types (i.e., shopping, accessing online content,
and gaming). Significant differences were observed in terms of university and
grade level. The relationship between the grade point average and cyberloafing
was negative and statistically significant. Socioeconomic status, ownership of mobile
devices and social network use predicted cyberloafing behavior. Finally, qualitative
data from open-ended questions revealed student- and instructor-related rationales
for cyberloafing. 

Keywords

Cyberloafing, Cberslacking, Cyberdeviancy

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