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

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.