Abstract :

Cybrloafing in academic settings refers to students’ use of the internet for non-academic purposes during lectures, which can disrupt the learning process. This study aims to develop and validate the Academic Cyberloafing Scale to measure this behavior among students. Methods: The scale was developed based on the theory of Akbulut et al. (2016) and initially consisted of 56 items. Content validity testing was conducted through expert judgment (CVI and CVR analysis), followed by item discrimination and reliability testing. A sample of 45 college students participated in the item discrimination test, and the reliability test was conducted using Cronbach’s alpha. Results: The validation process resulted in 31 valid items with high reliability (Cronbach’s alpha = 0.957). Conclusion: The validated Academic Cyberloafing Scale provides a reliable measurement tool for assessing cyberloafing behavior among students. The study highlights the need for universities to implement strategies to manage internet use during lectures and minimize its negative effects on learning.

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Keywords :

academic settings, cyberloafing, student behavior

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References :

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