Assessing of use of the Internet for personal reasons at lessons at school: A Validation of the Cyberloafing Scale

Nadezhda Sivrikova,Elena Moiseeva,Nadezhda Sokolova,Svetlana Roslyakova,I.V Abakumova,E.V Vorobyova

doi:10.1051/shsconf/20197006010

Nadezhda Sivrikova, Elena Moiseeva + Show 4 more

Open Access

https://doi.org/10.1051/shsconf/20197006010

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Abstract

Emergence of a possibility of Internet access at school bears new opportunities and risks too. The tendency to growth of number of the pupils Internet use for non-class-related purposes in the classroom (Cyberloafing) causes concern. Studying of this new phenomenon at the Russian school is complicated due to the lack of reliable and valid techniques. Therefore, adaptation of a scale of a cyberloafing of Y. Akbulut, etc. became an objective of this research. We translated into Russian of 29 items of a technique which were estimated by school students by means of 5-point Laykert scales. Results of application of a scale showed that its items form 5 factors. These are online shopping, accessing online content, activity on social networks, sharing information, socialization. The items of a factor of playing online games did not receive confirmation of validity and internal consistency. They need to be reconsidered. The received factors have sufficient reliability (the Cronbach’s alpha (α) values of all the factors range from 0.77 to 0.881). Work makes a contribution to studying of a cyberloafing at school.

Highlights

The last decades are connected with significant changes in life of people
Principle component analysis was chosen as the method of factor extraction using an orthogonal rotation of varimax on the data to determine the underlying factor structure and to evaluate the construct validity of Y
Results of a research showed that the offered Russian-speaking option of a scale cyberloafing needs completion

Summary

Introduction

The last decades are connected with significant changes in life of people. Process of digital transformation of society (digitalization) strengthened a gap between generations [1] and essentially changed a landscape of education [2]. Researchers consider that the modern generation of school students is focused on use of information technologies everywhere including in a class. There are negative effects of use of digital devices (tablets, smartphones, laptops) in a class during a lesson. Such activity poses a serious threat of understanding by the school student of a training material [10], reduces ability of reproduction of the passable material [2] and is negatively connected with academic performance [11]. Domination in network of entertaining content distracts school students from the solution of educational tasks [12]

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