Student Cyberloafing In and Out of the Classroom in China and the Relationship with Student Performance

Cyberpsychology, Behavior and Social Networking
Jinnan WuJoseph C Ugrin

Abstract

This study investigates the in-class and out-of-class cyberloafing activities of students in China, and tests the relationship between those activities and academic performance. A sample of 1,050 undergraduate students at a large University in China reported their in-class (N = 548) and out-of-class (N = 502) cyberloafing activities, which were tested against the students' academic performance. The test results show a negative relationship between in-class cyberloafing and academic performance, but an inverted U-shaped relationship between out-of-class cyberloafing and academic performance. The results support our propositions that cyberloafing is a harmful distraction in the classroom, but can have positive effects when performed in moderation outside the classroom as a means of effort recovery.

References

Oct 22, 2010·Cyberpsychology, Behavior and Social Networking·Wade C Jacobsen, Renata Forste
Feb 10, 2017·Psychological Science·Susan M RavizzaKimberly M Fenn
Apr 18, 2017·Cyberpsychology, Behavior and Social Networking·Michelle L McNicol, Einar B Thorsteinsson

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