1 Department of Business Administration, School of Business, Anhui University of Technology , Ma'anshan, China.
2 Department of Accounting, Kansas State University , Manhattan, Kansas.
Cyberpsychol Behav Soc Netw. 2018 Mar;21(3):199-204. doi: 10.1089/cyber.2017.0397. Epub 2018 Feb 27.
This study investigates the in-class and out-of-class cyberloafing activities of students in China, and tests the relationship between those activities and academic performance. A sample of 1,050 undergraduate students at a large University in China reported their in-class (N = 548) and out-of-class (N = 502) cyberloafing activities, which were tested against the students' academic performance. The test results show a negative relationship between in-class cyberloafing and academic performance, but an inverted U-shaped relationship between out-of-class cyberloafing and academic performance. The results support our propositions that cyberloafing is a harmful distraction in the classroom, but can have positive effects when performed in moderation outside the classroom as a means of effort recovery.
本研究调查了中国学生的课堂内和课堂外的网络闲逛活动，并检验了这些活动与学习成绩之间的关系。在中国一所大型大学的 1050 名本科生中，有 548 名学生报告了他们的课堂内（N=548）和课堂外（N=502）的网络闲逛活动，这些活动与学生的学习成绩进行了对比。测试结果表明，课堂内网络闲逛与学习成绩呈负相关，而课堂外网络闲逛与学习成绩呈倒 U 型关系。研究结果支持了我们的假设，即网络闲逛是课堂上的一种有害干扰，但作为一种努力恢复的手段，适度地在课堂外进行也可能产生积极的影响。
