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The IT way of loafing in class: Extending the theory of planned behavior (TPB) to understand students’ cyberslacking intentions

Research output: Contribution to journalArticle

Original languageEnglish
Pages (from-to)114-123
Number of pages10
JournalComputers in Human Behavior
Volume101
Early online date17 Jul 2019
DOIs
DateAccepted/In press - 17 Jul 2019
DateE-pub ahead of print - 17 Jul 2019
DatePublished (current) - 1 Dec 2019

Abstract

Internet-enabled technologies can facilitate students' learning, engagement, and productivity but they also present challenges by way of distraction. Cyberslacking is the use of internet-enabled technologies by students in class for non-class related activities. This research attempts to understand the factors that influence students' cyberslacking intentions in class, through extending the Theory of Planned Behavior with lack of attention, apathy towards course material, distraction by others, perceived threat, and escapism. Quantitative data were collected (n = 188) using a survey method with undergraduate and postgraduate students from a management school in a British university. All eight proposed hypotheses were found to be supported. The findings indicated that constructs such as lack of attention, apathy towards course material, and distraction by others are significant predictors of attitude. Further, attitude, subjective norm, perceived behavioral control, perceived threat, and escapism were found to significantly influence students’ cyberslacking intentions.

    Research areas

  • Cyberslacking, Higher education, Student engagement, Teaching and learning, TPB

Documents

Documents

  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the accepted author manuscript (AAM). The final published version (version of record) is available online via Elsevier at https://doi.org/10.1016/j.chb.2019.07.022 . Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 466 KB, PDF document

    Embargo ends: 17/07/20

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    Licence: CC BY-NC-ND

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