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Background: The COVID‐19 pandemic has spread quickly, e‐learning became compulsory and disseminated throughout the world. During the pandemic, smartphones are frequently used to access e‐learning content, but connecting to technological tools increased the risk of cyberloafing during e‐courses. Currently, there are a limited number of studies on how e‐learning will evolve under compulsory conditions. Objectives: This study aimed to investigate the relationship between emotion regulation, e‐learning readiness, technology usage status (TUS), in‐class smartphone cyberloafing, and smartphone addiction (SA) of the students during the pandemic. Methods: In total 1294 students participated in this study. A research model was tested by structural equation modelling. Results and Conclusion: The findings of this study indicated that there is a relationship between TUS and SA. Emotion regulation was related to SA. E‐learning readiness levels can help to explain cyberloafing. This study presents a conceptual model of the variables that affect cyberloafing in the context of the e‐learning environment. Lay Description: What is already known about this topic: During the COVID‐19 pandemic smartphones are used frequently for e‐learning.Students could be distracted by technological tools such as smartphone, tablet PC, and so forth during online classes, which might disrupt learning.Students who are problematic smartphone users and cyberloafer turn to their smartphones to deal with the problem of emotional dysregulation.Cyberloafing behaviours of students may affect their personal and academic development, which will affect their academic success accordingly. What this paper adds: Emotion regulation was related to smartphone addiction.E‐learning readiness levels explain in class smartphone cyberloafing. Implications for practice: Learning experiences that will improve emotion‐regulation skills might be designed.Decreasing in‐class cyberloafing (and smartphone addiction in general) might help students to focus on their learning activities and learning goals.Student‐centred learning methods to be used during e‐learning, therefore the necessity of active participation in the lesson, student interaction, open cameras, and the use of smartphones to support the lesson during e‐learning can change cyberloafing behaviour. [ABSTRACT FROM AUTHOR]

Background: The relationship between smartphone addiction (SPA) and loneliness is examined in several studies, however, the mediating effects of the variables related to narcissism and the family on the relationship between SPA and loneliness are not yet available in the literature. Objective: The present study investigates the role of SPA on loneliness and the moderating effects of narcissistic personality and family belonging on loneliness. Participants and Setting: Data required for research were obtained via an online survey from undergraduate students (n = 500) studying at a public university. Methods: In the study, the relationship between the variables was determined by path analysis. Results: The results of the path analysis show that there is a significant positive relationship between SPA and loneliness. According to the model, no significant relationship was found between narcissistic personality and family‐belonging level. There is a negative and significant mediation effect between SPA and narcissistic personality traits. There is a positive and significant mediation effect between SPA and family belonging. The results of the research are discussed with regard to university students and future directions. Conclusions: According to these research results, SPA predicts loneliness. As the level of family belonging decreases, SPA increases. The relationship between university students and their families and environments is among the variables that should be considered when evaluating SPA. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the relationships between smartphone addiction, cyberloafing, stress and social support. The research data were collected from 885 undergraduate students studying at a public university in Turkey using an online questionnaire. The relationship between the variables was tested by path analysis. The results of the research showed that class level, family income and place of residence had no significant effect on smartphone addiction, cyberloafing, stress and perceived social support. Smartphone addiction, stress and perceived social support differed significantly by gender. Stress has significant effect on cyberloafing and smartphone addiction, and cyberloafing has significant effect on smartphone addiction. Social support has a small but significant effect on cyberloafing, but it has no significant effect on stress. The results of the research are discussed with regard to higher education students and future studies. [ABSTRACT FROM AUTHOR]

The present study investigates the roles of smartphone usage, self-regulation, general self-efficacy and cyberloafing in smartphone addiction. We conducted an online survey which received responses from 598 participants attending a public university in Ankara, Turkey. The results showed that both the duration of smartphone usage and cyberloafing positively affected smartphone addiction. The effect of self-regulation on smartphone addiction was negative and significant. In addition, neither self-regulation nor general self-efficacy had an effect on cyberloafing. Research results are discussed within the context of the effect of smartphone addiction on learning environments and individuals. [ABSTRACT FROM AUTHOR]