ACADEMIC STRESS, SELF-REGULATED LEARNING, AND CYBERSLACKING AMONG STUDENTS DURING ONLINE LEARNING
Abstract
This study aimed to identify the effects of academic stress and self-regulated learning on cyberslacking among students during online learning. this research involved 324 students who experienced online learning due to the Covid-19 pandemic. The data were collected online using three scales, namely the Educational Stress Scale for Adolescents, Self-Regulated Learning Scale, and Cyberslacking Scale. The data analysis technique used the multiple regression. The results showed that the obtained F value was 5.875 with p 0.003. This indicates that academic stress and self-regulated learning can simultaneously predict cyberslacking by students during online learning. The results of this study provide a model to understand the relationship between academic stress, self-regulation in learning, and cyberslacking among students during online learning.
References
Adom, D., Chukwuere, J., & Osei, M. (2020). Academic Stress among Faculty and Students in Higher Institutions. Pertanika Journal of Social Sciences and Humanities, 28(2), 1055–1064.
Aihie, O. N., & Ohanaka, B. I. (2019). Perceived Academic Stress among Undergraduate Students in a Nigerian University. Journal of Educational and Social Research, 9(2), 56–66. https://doi.org/10.2478/jesr-2019-0013
Akbulut, Y., Dursun, Ö. Ö., Dönmez, O., & Şahin, Y. L. (2016). In search of a measure to investigate cyberloafing in educational settings. Computers in Human Behavior, 55, 616–625. https://doi.org/10.1016/j.chb.2015.11.002
Azwar S., (2013). Metode Penelitian. Yogyakarta: Pustaka Belajar
Cazan, A. M. (2012). Self regulated learning strategies - Predictors of academic adjustment. Procedia - Social and Behavioral Sciences, 33(July), 104–108.https://doi.org/10.1016/j.sbspro.2012.01.092
Dmour, M. M., Bakar, H. S., & Hamzah, M. R. (2020). An antecedent, consequences, and policies view of cyber loafing among students. International Journal of Innovation, Creativity and Change, 11(2), 325–338.
Ellis, J. M., & Helaire, L. J. (2018). The Effects of Adolescent Self-Regulated Learning on Engagement in a College Access Program: An Exploratory Study. AERA Open, 4(1), 233285841875605. https://doi.org/10.1177/2332858418756051
Fasikhah, S. S., & Fatimah, S. (2013). Self-Regulated Learning (SRL) dalam Meningkatkan Prestasi Akademik pada Mahasiswa. Jurnal Ilmiah Psikologi Terapan, 01(01), 145–155.
Gaudreau, P., Miranda, D., & Gareau, A. (2014). Canadian university students in wireless classrooms: What do they do on their laptops and does it really matter? Computers and Education, 70, 245–255. https://doi.org/10.1016/j.compedu.2013.08.019
Gökçearslan, Ş., Mumcu, F. K., Haşlaman, T., & Çevik, Y. D. (2016). Modelling smartphone addiction: The role of smartphone usage, self-regulation, general self-efficacy and cyberloafing in university students. Computers in Human Behavior, 63, 639–649. https://doi.org/10.1016/j.chb.2016.05.091
Gökçearslan, Ş., Uluyol, Ç., & Şahin, S. (2018). Smartphone addiction, cyberloafing, stress and social support among university students: A path analysis. Children and Youth Services Review, 91(February),47–54. https://doi.org/10.1016/j.childyouth.2018.05.036
Goss-Sampson, M. A. (2020). Statistical Analysis in JASP 0.14: A Guide for Students. November 2020.
Hamrat, N., Hidayat, D. R., & Sumantri, M. S. (2019). Dampak stres akademik dan cyberloafing terhadap kecanduan smartphone. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 5(1), 13. https://doi.org/10.29210/120192324
Howard, M. C. (2016). A Review of Exploratory Factor Analysis Decisions and Overview of Current Practices: What We Are Doing and How Can We Improve? International Journal of Human-Computer Interaction, 32(1), 51–62. https://doi.org/10.1080/10447318.2015.1087664
Kadioğlu, C., Uzuntİryakİ, E., & Çapa, Y. (2011). Development of Self-Regulatory Strategies Scale ( SRSS ) Özdüzenleyici Öğrenme Stratejileri Ölçeğinin ( ÖÖSÖ ) Geliştirilmesi. 36(160).
Karaman, M. A., Lerma, E., Vela, J. C., & Watson, J. C. (2019). Predictors of Academic Stress Among College Students. Journal of College Counseling, 22(1), 41–55. https://doi.org/10.1002/jocc.12113
Karaoʇlan Yilmaz, F. G., Yilmaz, R., Öztürk, H. T., Sezer, B., & Karademir, T. (2015). Cyberloafing as a barrier to the successful integration of information and communication technologies into teaching and learning environments. Computers in Human Behavior, 45, 290–298. https://doi.org/10.1016/j.chb.2014.12.023
Kementerian Pendidikan dan Kebudayaan Republik Indonesia (2020). Mendikbud Terbitkan SE tentang Pelaksanaan Pendidikan dalam Masa Darurat Covid19.https://www.kemdikbud.go.id/main/blog/2020/03/mendikbud-terbitkan-se-tentangpelaksanaan-pendidikan-dalam-masa-darurat-covid19
Khairy Zein El Din, Y. (2019). Nurses’ Cyberloafing and Its Relationship to Procrastination and Conscientiousness in Damanhour National Medical Institute. American Journal of Nursing Science, 8(2), 48. https://doi.org/10.11648/j.ajns.20190802.13
Komite Penanganan Covid-19 dan Pemulihan Ekonomi Nasional (2019). Peta Sebaran Covid-19. https://covid19.go.id/peta-sebaran-covid19
Kurniawan, H., & Nastasia, K. (2018). Hubungan self-regulation dengan perilaku Pasca Sarjana. Jurnal PSYCHE, 11(2), 1–10.
Listyo Yuwanto. (2018). Academic Flow and Cyberloafing. Journal of Psychology Research, 8(4), 173–177. https://doi.org/10.17265/2159-5542/2018.04.006
Lumban Gaol, N. T. (2016). Teori Stres: Stimulus, Respons, dan Transaksional. Buletin Psikologi, 24(1), 1. https://doi.org/10.22146/bpsi.11224
Masaki, M. (2010). How to Factor-Analysis Your Data: Do’s, Don’ts, and How-to’s. International Journal of Psychological Research, 3(1), 97–110.
Prasad, S., Lim, V. K. G., & Chen, D. J. Q. (2010). Self-regulation, individual characteristics and cyberloafing. PACIS 2010 - 14th Pacific Asia Conference on Information Systems, 1641–1648.
Pratama, R. ., Widianti, E., & Hendrawati. (2020). Tingkat Kecanduan Game Online Pada Mahasiswa Fakultas Keperawatan. Jnc, 3(2), 110–118.
Putsanra D. V., (2020), Rincian Bantuan Kuota Data Kemendikbud, Bisa untuk Buka Apa Saja?, https://tirto.id/rincian-bantuan-kuota data-kemendikbud-bisa-untuk-buka-apa-saja-f4XB
Rakhmawati, I., Farida, P., & Nurhalimah. (2014). Sumber Stress Akademik dan Pengaruhnya Terhadap Tingkat Stress Mahasiswa Keperawata DKI JAKARTA. JKep, vol 2 no 3, 72–84.
Saniskoro, B. S. R., & Akmal, S. Z. (2020). Peranan penyesuaian diri di perguruan tinggi terhadap stres akademik pada mahasiswa perantau di Jakarta. Jurnal Psikologi Ulayat, 4(1), 96–106. https://doi.org/10.24854/jpu67
Schunk, D.H. (2012). Learning theories. An educational perspective 6th edition. Boston : Pearson.
Simanjuntak, E., Fajrianthi, F., & Purwono, U. (2019). Skala Cyberslacking Pada Mahasiswa. Jurnal Psikologi, 18(1), 55. https://doi.org/10.14710/jp.18.1.55-68
Simanjuntak, E., Nawangsari, N. A. F., & Ardi, R. (2018). Cyberslacking : a Literature Review of Non-Academic Media Multitasking of University Students. Journal of Educational, Health and Community Psychology, 7(3), 209. https://doi.org/10.12928/jehcp.v7i3.10336
Simanjuntak, E., Nawangsari, N. A. F., & Ardi, R. (2019). Do students really use internet access for learning in the classroom?: Exploring students’ cyberslacking in an Indonesian university. Behavioral Sciences, 9(12). https://doi.org/10.3390/bs9120123
Soh, P. C. H., Koay, K. Y., & Lim, V. K. G. (2018). Understanding cyberloafing by students through the lens of an extended theory of planned behavior. First Monday, 23(6). https://doi.org/10.5210/fm.v23i6.7837
Sun, J., Dunne, M. P., Hou, X., & Xu, A. (2011). Educational Stress Scale for Adolescents : Development , Validity , and Reliability With Chinese Students. https://doi.org/10.1177/0734282910394976
Taneja, A., Fiore, V., & Fischer, B. (2015). Cyber-slacking in the classroom: Potential for digital distraction in the new age. Computers and Education. https://doi.org/10.1016/j.compedu.2014.11.009
Varol, F., & Yıldırım, E. (2018). An Examination of Cyberloafing Behaviors in Classrooms from Students’ Perspectives. Turkish Online Journal of Qualitative Inquiry, 9(1), 26–46. https://doi.org/10.17569/tojqi.349800
Vivien K. G. Lim. (2016). The IT Way of Loafing on the Job : Cyberloafing , Neutralizing and Organizational Justice The IT way of loafing on the job : cyberloafing , neutralizing and. Journal of Organizational Behavior, 694(May), 675–694.
Whitty, M. T., & Carr, A. N. (2006). New rules in the workplace: Applying object-relations theory to explain problem Internet and email behaviour in the workplace. Computers in Human Behavior, 22(2), 235–250. https://doi.org/10.1016/j.chb.2004.06.005
Wu, J. Y. (2015). University students’ Motivated Attention and use of regulation strategies on social media. Computers and Education, 89(October), 75–90. https://doi.org/10.1016/j.compedu.2015.08.016
Wu, J. Y. (2017). The indirect relationship of media multitasking self-efficacy on learning performance within the personal learning environment: Implications from the mechanism of perceived attention problems and self-regulation strategies. Computers and Education. https://doi.org/10.1016/j.compedu.2016.10.010
Wu, J., Mei, W., & Ugrin, J. C. (2018). Student Cyberloafing in and out of the Classroom in China and the Relationship with Student Performance. Cyberpsychology, Behavior, and Social Networking, 21(3), 199–204. https://doi.org/10.1089/cyber.2017.0397
Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Zivojinovic, J. I. (2018). final years of education Gender differences in Academic Stress and Burnout. June 2012.
Downloads
Published
Issue
Section
License
1. The journal and respective authors hold exclusive copyrights of all materials published in The 19th International Postgraduate Research Colloquium (IPRC).
2. Any reproduction of any parts from the journal, without proper acknowledgment or prior permission, will result in an infringement of intellectual property laws.
3. IPRC is licensed under a Creative Commons Attribution-ShareAlike (CC BY-SA), which means that this journal has the rights to copy and redistribute its materials in any medium or format and adapt the materials for any purpose as long as it keeps the Author's name as the owner of Copyright.
4. Printed and electronically published manuscripts are open access for educational, research, and library purposes. The editorial board shall not be liable for violations of copyright law for other purposes.
