Academic stress and cyberloafing among university students: the mediating role of fatigue and self-control

Abstract

This study aims to fill a gap in existing literature by investigating the relationship between academic stress and cyberloafing behavior among university students. By examining 415 final-year undergraduate students from various faculties at Girne American University, the research utilizes a correlational design to analyze the impact of academic stress on cyberloafing, considering the mediating effect of fatigue and the moderating influence of self-control. The findings reveal a significant positive association between academic stress and cyberloafing, with fatigue partially mediating this relationship and self-control moderating the influence. This research offers a novel perspective on understanding and addressing cyberloafing in educational settings, thereby contributing to the existing body of knowledge on this topic. The study’s methodology and findings provide valuable insights into the complex interplay of academic stress, fatigue, self-control, and cyberloafing, offering implications for educational institutions in addressing and mitigating cyberloafing behaviors among students.