Emotion regulation, e-learning readiness, technology usage status, in-class smartphone cyberloafing, and smartphone addiction in the time of COVID-19 pandemic

GÖKÇEARSLAN Ş., Durak H. Y., Esiyok E.

JOURNAL OF COMPUTER ASSISTED LEARNING, cilt.39, sa.5, ss.1450-1464, 2023 (SSCI, Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 39 Sayı: 5
  • Basım Tarihi: 2023
  • Doi Numarası: 10.1111/jcal.12785
  • Dergi Adı: JOURNAL OF COMPUTER ASSISTED LEARNING
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, PASCAL, Periodicals Index Online, Applied Science & Technology Source, CINAHL, Computer & Applied Sciences, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, Psycinfo, DIALNET
  • Sayfa Sayıları: ss.1450-1464
  • Hacettepe Üniversitesi Adresli: Evet

Özet

BackgroundThe COVID-19 pandemic has spread quickly, e-learning became compulsory and disseminated throughout the world. During the pandemic, smartphones are frequently used to access e-learning content, but connecting to technological tools increased the risk of cyberloafing during e-courses. Currently, there are a limited number of studies on how e-learning will evolve under compulsory conditions. ObjectivesThis study aimed to investigate the relationship between emotion regulation, e-learning readiness, technology usage status (TUS), in-class smartphone cyberloafing, and smartphone addiction (SA) of the students during the pandemic. MethodsIn total 1294 students participated in this study. A research model was tested by structural equation modelling. Results and ConclusionThe findings of this study indicated that there is a relationship between TUS and SA. Emotion regulation was related to SA. E-learning readiness levels can help to explain cyberloafing. This study presents a conceptual model of the variables that affect cyberloafing in the context of the e-learning environment.