Academic Cyberslacking: Why Do Students Engage in Non-Academic Internet Access During Lectures?
Ermida Simanjuntak,1 Nur Ainy Fardana Nawangsari,2 Rahkman Ardi2 1Faculty of Psychology, Universitas Katolik Widya Mandala Surabaya, Surabaya, Indonesia; 2Faculty of Psychology, Universitas Airlangga, Surabaya, IndonesiaCorrespondence: Ermida Simanjuntak, Faculty of Psychology, Universitas Katolik W...
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| Format: | Article |
| Language: | English |
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Dove Medical Press
2022-11-01
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| Series: | Psychology Research and Behavior Management |
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| Online Access: | https://www.dovepress.com/academic-cyberslacking-why-do-students-engage-in-non-academic-internet-peer-reviewed-fulltext-article-PRBM |
| _version_ | 1811328482713534464 |
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| author | Simanjuntak E Nawangsari NAF Ardi R |
| author_facet | Simanjuntak E Nawangsari NAF Ardi R |
| author_sort | Simanjuntak E |
| collection | DOAJ |
| description | Ermida Simanjuntak,1 Nur Ainy Fardana Nawangsari,2 Rahkman Ardi2 1Faculty of Psychology, Universitas Katolik Widya Mandala Surabaya, Surabaya, Indonesia; 2Faculty of Psychology, Universitas Airlangga, Surabaya, IndonesiaCorrespondence: Ermida Simanjuntak, Faculty of Psychology, Universitas Katolik Widya Mandala Surabaya, Raya Kalisari Selatan no. 1, Pakuwon City, Surabaya, Indonesia, Tel +623199005291 ext. 10908, Email mida@ukwms.ac.idIntroduction: University students, as members of the digital generation, often access the internet for non-academic purposes while attending lectures in the classroom. Internet access for non-academic purposes during lectures is known as academic cyberslacking. This study aims to test the effects of media multitasking, self-efficacy, self-regulation, social media engagement, and Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation, on the engagement in academic cyberslacking by university students.Methods: The participants were 1485 university students, who had previously engaged in academic cyberslacking during lectures. The research instruments in this study were an academic cyberslacking scale, a media multitasking self-efficacy scale, a self-regulation scale, a social media engagement scale, and an ARCS motivation scale. The research model and hypotheses are tested using structural equation model (SEM) by Lisrel. Confirmatory factor analysis (CFA) is also used to analyze all the instruments. The respondents’ demographic data were analyzed using SPSS.Results: The results showed that it is only media multitasking self-efficacy and social media engagement which have any significant effects regarding academic cyberslacking. Self-regulation and ARCS motivation do not have direct association with academic cyberslacking.Conclusion: Students do academic cyberslacking during lectures. Media multitasking self-efficacy and social media engagement can predict students’ academic cyberslacking. It is recommended that students direct their involvement in the digital environment to more constructive efforts during lectures.Keywords: academic cyberslacking, media multitasking self-efficacy, self-regulation, ARCS motivation, social media engagement, university students |
| first_indexed | 2024-04-13T15:25:54Z |
| format | Article |
| id | doaj.art-b94c2b4a7763471e9edf2b9c886a7566 |
| institution | Directory Open Access Journal |
| issn | 1179-1578 |
| language | English |
| last_indexed | 2024-04-13T15:25:54Z |
| publishDate | 2022-11-01 |
| publisher | Dove Medical Press |
| record_format | Article |
| series | Psychology Research and Behavior Management |
| spelling | doaj.art-b94c2b4a7763471e9edf2b9c886a75662022-12-22T02:41:30ZengDove Medical PressPsychology Research and Behavior Management1179-15782022-11-01Volume 153257327379464Academic Cyberslacking: Why Do Students Engage in Non-Academic Internet Access During Lectures?Simanjuntak ENawangsari NAFArdi RErmida Simanjuntak,1 Nur Ainy Fardana Nawangsari,2 Rahkman Ardi2 1Faculty of Psychology, Universitas Katolik Widya Mandala Surabaya, Surabaya, Indonesia; 2Faculty of Psychology, Universitas Airlangga, Surabaya, IndonesiaCorrespondence: Ermida Simanjuntak, Faculty of Psychology, Universitas Katolik Widya Mandala Surabaya, Raya Kalisari Selatan no. 1, Pakuwon City, Surabaya, Indonesia, Tel +623199005291 ext. 10908, Email mida@ukwms.ac.idIntroduction: University students, as members of the digital generation, often access the internet for non-academic purposes while attending lectures in the classroom. Internet access for non-academic purposes during lectures is known as academic cyberslacking. This study aims to test the effects of media multitasking, self-efficacy, self-regulation, social media engagement, and Attention, Relevance, Confidence, and Satisfaction (ARCS) motivation, on the engagement in academic cyberslacking by university students.Methods: The participants were 1485 university students, who had previously engaged in academic cyberslacking during lectures. The research instruments in this study were an academic cyberslacking scale, a media multitasking self-efficacy scale, a self-regulation scale, a social media engagement scale, and an ARCS motivation scale. The research model and hypotheses are tested using structural equation model (SEM) by Lisrel. Confirmatory factor analysis (CFA) is also used to analyze all the instruments. The respondents’ demographic data were analyzed using SPSS.Results: The results showed that it is only media multitasking self-efficacy and social media engagement which have any significant effects regarding academic cyberslacking. Self-regulation and ARCS motivation do not have direct association with academic cyberslacking.Conclusion: Students do academic cyberslacking during lectures. Media multitasking self-efficacy and social media engagement can predict students’ academic cyberslacking. It is recommended that students direct their involvement in the digital environment to more constructive efforts during lectures.Keywords: academic cyberslacking, media multitasking self-efficacy, self-regulation, ARCS motivation, social media engagement, university studentshttps://www.dovepress.com/academic-cyberslacking-why-do-students-engage-in-non-academic-internet-peer-reviewed-fulltext-article-PRBMacademic cyberslackingmedia multitasking self-efficacyself-regulationarcs motivationsocial media engagementuniversity students. |
| spellingShingle | Simanjuntak E Nawangsari NAF Ardi R Academic Cyberslacking: Why Do Students Engage in Non-Academic Internet Access During Lectures? Psychology Research and Behavior Management academic cyberslacking media multitasking self-efficacy self-regulation arcs motivation social media engagement university students. |
| title | Academic Cyberslacking: Why Do Students Engage in Non-Academic Internet Access During Lectures? |
| title_full | Academic Cyberslacking: Why Do Students Engage in Non-Academic Internet Access During Lectures? |
| title_fullStr | Academic Cyberslacking: Why Do Students Engage in Non-Academic Internet Access During Lectures? |
| title_full_unstemmed | Academic Cyberslacking: Why Do Students Engage in Non-Academic Internet Access During Lectures? |
| title_short | Academic Cyberslacking: Why Do Students Engage in Non-Academic Internet Access During Lectures? |
| title_sort | academic cyberslacking why do students engage in non academic internet access during lectures |
| topic | academic cyberslacking media multitasking self-efficacy self-regulation arcs motivation social media engagement university students. |
| url | https://www.dovepress.com/academic-cyberslacking-why-do-students-engage-in-non-academic-internet-peer-reviewed-fulltext-article-PRBM |
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