Han Zhiyong, Yang Zhiyong, Huang Ziwei
School of Business Administration, Anhui University of Finance and Economics, Bengbu, China.
Front Psychol. 2025 Aug 29;16:1647669. doi: 10.3389/fpsyg.2025.1647669. eCollection 2025.
Cyberloafing in the classroom has been linked to adverse educational outcomes, undermining students' learning and frustrating instructors. From a neutralization perspective, students may justify deviant acts when they perceive injustice. This study examined how perceived classroom justice relates to students' intention to cyberloaf and tested the mediating roles of two neutralization techniques: condemning the condemners and appealing to higher loyalties.
We conducted a questionnaire study with 310 university students recruited from multiple universities in the central and eastern regions of China. Measures assessed perceived classroom justice, intention to cyberloaf, and the neutralization techniques of condemning the condemners and appealing to higher loyalties. We tested a mediation model linking classroom justice to cyberloafing intention through these neutralization techniques.
Perceived classroom justice was negatively associated with students' intention to cyberloaf. Classroom justice also negatively predicted condemning the condemners and appealing to higher loyalties. Furthermore, both neutralization techniques mediated the relationship between classroom justice and intention to cyberloaf.
Findings suggest that higher levels of classroom justice may deter students' cyberloafing partly by weakening justificatory neutralizations. These results highlight the importance of enhancing classroom justice to reduce cyberloafing behaviors. Educators are encouraged to adopt strategies that strengthen perceptions of fairness in classroom practices.
课堂上的网络偷懒行为与不良教育结果相关，会破坏学生的学习并让教师感到沮丧。从中和理论的角度来看，当学生察觉到不公平时，他们可能会为自己的越轨行为寻找借口。本研究考察了课堂公平感与学生网络偷懒意图之间的关系，并检验了两种中和技巧的中介作用：谴责谴责者和诉诸更高忠诚。
我们对从中国中部和东部地区多所大学招募的310名大学生进行了问卷调查。测量内容包括课堂公平感、网络偷懒意图以及谴责谴责者和诉诸更高忠诚的中和技巧。我们检验了一个通过这些中和技巧将课堂公平感与网络偷懒意图联系起来的中介模型。
课堂公平感与学生的网络偷懒意图呈负相关。课堂公平感对谴责谴责者和诉诸更高忠诚也有负向预测作用。此外，这两种中和技巧都在课堂公平感与网络偷懒意图之间的关系中起中介作用。
研究结果表明，较高水平的课堂公平感可能部分通过削弱正当化的中和作用来抑制学生的网络偷懒行为。这些结果凸显了增强课堂公平感以减少网络偷懒行为的重要性。鼓励教育工作者采取策略来加强课堂实践中的公平感认知。
