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, vol.39, no.5, pp.1450-1464, 2023 (SSCI, Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 39 Issue: 5
  • Publication Date: 2023
  • Doi Number: 10.1111/jcal.12785
  • Journal Name: JOURNAL OF COMPUTER ASSISTED LEARNING
  • Journal Indexes: 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
  • Page Numbers: pp.1450-1464
  • Hacettepe University Affiliated: Yes

Abstract

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.