Abstract:

The aim of this research is to examine the cyberloafing and cyberbullying situations of university students and to investigate the predictive effects of these situations on their academic success. The research was carried out within the framework of the relational research model. The study group of the research consists of 222 students selected by convenience sampling method from 2nd, 3rd and 4th grade students studying at Samsun University. “Cyberloafing Scale” and “Cyber Bullying Triangle Scale” were used as data collection tools in the research. The scale also includes an item to determine the academic success of students and a section with personal information. Multiple linear regression analysis, t-test and Anova analyzes were applied for data analysis. Some of the findings obtained as a result of the research are as follows; Students' cyberloafing and cyberbullying situations predict their academic averages significantly, but explain it at a very low level. Students exhibit above-average cyberloafing behavior. When students are cyberloafing, they mostly engage in 'content access' and 'sharing', and they operate in 'gaming/betting' areas the least. There is no significant relationship between students' grade levels and their cyberloafing status. Cyberbullying status of students is well below the average. In this context, the highest situation was determined in the dimension of cyber spectator.