Emotion Regulation, E-Learning Readiness, Technology Usage Status, In-Class Smartphone Cyberloafing, and Smartphone Addiction in the Time of COVID-19 Pandemic

Autor/inn/en	Gökçearslan, Sahin; Yildiz Durak, Hatice; Esiyok, Elif
Titel	Emotion Regulation, E-Learning Readiness, Technology Usage Status, In-Class Smartphone Cyberloafing, and Smartphone Addiction in the Time of COVID-19 Pandemic
Quelle	In: Journal of Computer Assisted Learning, 39 (2023) 5, S.1450-1464 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gökçearslan, Sahin) ORCID (Yildiz Durak, Hatice) ORCID (Esiyok, Elif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12785
Schlagwörter	Students; Emotional Response; Psychological Patterns; Self Management; Electronic Learning; Learning Readiness; Computer Use; Handheld Devices; Telecommunications; Time Management; Addictive Behavior; Student Behavior; Pandemics; COVID-19; Relationship + Suchen Sie Ihr Suchwort? Student; Schüler; Schülerin; Studentin; Emotionales Verhalten; Selbstmanagement; Lernbereitschaft; Telekommunikationstechnik; Zeitmanagement; Student behaviour; Schülerverhalten; Wechselbeziehung
Abstract	Background: The 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. Objectives: This 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. Methods: In total 1294 students participated in this study. A research model was tested by structural equation modelling. Results and Conclusion: The 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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01