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Thirteen state universities were randomly selected from hierarchical clusters based on national rankings, and 1856 participants completed a five-factor cyberloafing scale to provide quantitative evidence. An open-ended survey gathered rationales from 26 university volunteers. Quantitative analyses examined gender, university, grade level, GPA, socioeconomic status, mobile device ownership, and social networking habits. Findings show male participants reporting higher shopping, online content access, and gaming cyberloafing, with university and grade-level differences. GPA is negatively associated and significant, while socioeconomic status, mobile device ownership, and social network use predict behavior; qualitative themes further attribute cyberloafing to student- and instructor-related reasons.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/predictors-of-cyberloafing-among-preservice-information-technology-teachers/599856/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/predictors-of-cyberloafing-among-preservice-information-technology-teachers/599856.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about cyberloafing in education?","Question",{"text":112,"@type":113},"It examines the extent of involvement in cyberloafing within classroom settings among preservice information technology teachers and identifies predictors across multiple background variables.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were quantitative and qualitative data collected?",{"text":117,"@type":113},"Quantitative data came from a five-factor cyberloafing scale administered to 1856 participants across 13 randomly selected state universities. Qualitative data came from open-ended surveys from 26 volunteers, two per university.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors significantly predict cyberloafing behavior in the findings?",{"text":121,"@type":113},"The relationship between GPA and cyberloafing is negative and statistically significant. Socioeconomic status, mobile device ownership, and social network use also predicted cyberloafing behavior, alongside observed differences by gender, university, and grade level.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599856,1792152637,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Predictors of Cyberloafing among Preservice Information  \nTechnology Teachers  \nOzcan Ozgur Dursun  \nAnadolu University, Turkey  \nOnur Donmez  \nEge University, Turkey  \nYavuz Akbulut  \nAnadolu University, Turkey  \nAbstract  \nThe 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.  \nAn 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 openended questions revealed student-and instructor-related rationales for cyberloafing.  \nKeywords: Cyberloafing; Cyberslacking; Cyberdeviancy; Teacher education; Media in  \neducation  \nIntroduction  \nInformation and Communication Technologies (ICTs) are getting pervasive in our daily lives. Their wide-scale acceptance is also facilitated through popular utilities for communication (e.g., video calls and e-mail), entertainment (e.g., digital videos and games) and daily tasks (e.g., word processors and payment orders) (Venkatesh, Thong & Xu, 2012) . On the other hand, these utilities may also cause problems like misuse, overuse and addiction.  \nFrequent and even excessive access to emerging technologies may complicate our lives, interfere with daily activities and reduce productivity. Cyberloafing or cyberslacking is among such counterproductive behaviors which was formerly defined as “employee’s use of  \ncompanies’ internet access for personal purposes during work hours”(Lim, 2002, p. 675) . That is, it has been regarded as a counterproductive and deviant behavior involving employees’ abuse of companies’ internet access (Philips & Reddie, 2007, Ugrin, Pearson & Odom, 2008; Weatherbee, 2010) .  \nWhile cyberloafing was initially a subject of business and management studies, recent widescale technology integration endeavors and personal mobile devices brought cyberloafing into the current educational research agenda (Ragan, Jennings, Massey & Doolittle, 2014) . In fact, educators were fast to recognize these devices’ potential to divert learner attention from the classroom activities (Gerow, Galluch & Thatcher, 2010) . Several studies investigated cyberloafing in educational contexts and underlined that classroom cyberloafing occurrences were in the rise (Akbulut, Dursun, Donmez & Sahin, 2016; Arabaci, 2017; Karaoglan-Yilmaz, Yılmaz, Oztürk, Sezer & Karademir, 2015; Taneja, Fiore & Fischer, 2015; Zoghbi-Manrique deLara, 2012) . Perceived as a counterproductive deviant behavior in the workplace, cyberloafing in the classroom is also expected to result in reduced learner attention and lower academic achievement. The following section summarizes the literature review pertaining to reasons and correlates of cyberloafing across different empirical studies.  \nLiterature Review  \nConvenient access to emerging interactive","cbCairEn3K7SK1Q5","https://ap.wps.com/l/cbCairEn3K7SK1Q5","pdf",605266,"English","# Abstract\n# Introduction\n# Literature Review","[{\"question\":\"What does the study examine about cyberloafing in education?\",\"answer\":\"It examines the extent of involvement in cyberloafing within classroom settings among preservice information technology teachers and identifies predictors across multiple background variables.\"},{\"question\":\"How were quantitative and qualitative data collected?\",\"answer\":\"Quantitative data came from a five-factor cyberloafing scale administered to 1856 participants across 13 randomly selected state universities. Qualitative data came from open-ended surveys from 26 volunteers, two per university.\"},{\"question\":\"Which factors significantly predict cyberloafing behavior in the findings?\",\"answer\":\"The relationship between GPA and cyberloafing is negative and statistically significant. Socioeconomic status, mobile device ownership, and social network use also predicted cyberloafing behavior, alongside observed differences by gender, university, and grade level.\"}]","Predictors of Cyberloafing among Preservice Information Technology Teachers | PDF",1792089571]