SELF-REGULATION TOWARDS CYBERLOAFING: THE ROLE OF ACADEMIC STRESS MEDIATION

Abstract

The advancement of technology and the development of the internet have opened up various potentials in the field of education, one of which is students' creativity in the learning process. Issues arise when students access the internet for personal use unrelated to their learning tasks, a phenomenon known as cyberloafing. This research aims to investigate the relationship between self-regulation, academic stress, and cyberloafing behavior among students. Data was collected through a survey using a questionnaire instrument from a sample of 77 students in the Management Program. The data obtained were then analyzed using the Partial Least Square (PLS) statistical method, which is a variance-based approach to Structural Equation Modeling (SEM). The results of the research show that self-regulation has a positive and significant influence on students' cyberloafing. Self-regulation also has a positive and significant impact on academic stress. Academic stress was found to have a negative and significant influence on students' cyberloafing. This study also tested the mediating role of academic stress in the relationship between self-regulation and cyberloafing, and the results indicate that academic stress significantly mediates the influence of self-regulation on cyberloafing behavior among students. The findings of this research have important implications in education and behavior management among students, providing a basis for the development of education programs, stress management, and better interventions aimed at creating a healthier and more productive learning environment for students.