THE INFLUENCE OF STUDENTS’ SELF-CONTROL AND SMARTPHONE E-LEARNING READINESS ON SMARTPHONE-CYBERLOAFING

Abstract

Background Research indicates that many students’ learning time is wasted due to cyber-loafing, which involves non-course-related activities on their digital devices. Smartphones present a more significant potential for distracting learners than other technological instruments because of their availability, ease of access, and user-friendly interface. The issue of cyberloafing presents a notable chal-lenge in both traditional (in-person) learning environments and online e-learning settings. However, insufficient relevant contributions have been made. Methodology An online survey strategy was applied using a self-administered questionnaire technique for data collection. The investigation involved 477 students partici-pated from four universities in Jordan. The partial least squares structural equation modelling (PLS-SEM) method was used to validate the research model and test relationships. Contribution This study is considered one of the first studies concerned with cyberloafing in e-learning environments; it could be the first one in the Arab world. It provides empirical evidence that supports relevant literature and contributes to the problem-solving of cyberloafing. Also, it provides an excellent direc-tion for future empirical contributions. Findings The findings reveal that students’ self-control and smartphone e-learning readiness could significantly reduce smartphone-cyberloafing activities of higher education students. However, no significant influence was found on gender in smartphone-cyberloafing. This study offers significant contribu-tions to both theory and practice in education. Theoretically, it advances the understanding of self-control in mitigating smartphone-cyberloafing and highlights the importance of e-learning readiness, enriching the framework for digital student behaviour. It provides actionable insights for educational institutions, policymakers, and educators to address smartphone-cyberloafing by developing interventions that enhance self-control and e-learning readi-ness. Recommendations include workshops, engaging online activities, learn-ing analytics, faculty training, collaboration with stakeholders, and policies promoting responsible smartphone use. These measures aim to create a pro-ductive e-learning environment and improve the overall academic experience. Recommendations for Practitioners Relevant institutions can develop targeted interventions and support mecha-nisms to mitigate smartphone-cyberloafing and enhance students’ engage-ment in e-learning. These may include workshops or resources aimed at im-proving self-control and e-learning readiness, equipping students with the skills needed to manage their digital learning environments effectively. Edu-cational policies should promote responsible smartphone use as a part of e-learning, encouraging schools and educators to incorporate smartphone-based learning strategies into their curricula and create guidelines for respon-sible use. Recommendations for Researchers It is possible to replicate the model while conducting multiple group analyses based on these individual differences. Impact on Society The findings of this research may create a more conducive and productive e-learning environment, ultimately improving the academic experience for all students. Such a study could substantially contribute to the sustainability of the education system and society as a whole. Future Research Future works could prioritize examining cyberloafing behaviours occurring within asynchronous learning settings. Furthermore, future studies could in-corporate variables about learners’ differences into the model. Finally, it is es-sential to note that the results are restricted to a single country. Conducting investigations across multiple countries in future endeavours could yield more precise and accurate outcomes.