Abstract:
Current study examines the role of negative emotions as antecedents of cyberloafing
in educational setting. The research also addresses the impact of In-class
cyberloafing on academic performance. To analyze this research area; 335 university
students of Pakistan were asked to fill the survey questionnaire regarding FoMO,
Depression, Anxiety, Stress and Academic Performance. To test the formulated
hypothesis, correlation and linear regression analysis was run. Our results confirmed
FoMO and Depression as significant predictors of cyberloafing; while psychological
variables: depression, anxiety and stress were reported as significant reasons for high
level of FoMO among students. Also, analysis confirmed that cyberloafing
eventually lead to decrease in academic performance among students. Therefore,
minimizing the severity of these negative emotions in students will eventually reduce
problematic media usage in class: cyberloafing.
