This correlational study investigated the factors affecting cyberloafing behavior in an educational environment, specifically that of a computer laboratory teaching setting. A total of 272 students selected using convenience sampling responded to a questionnaire that collected data about cyberloafing behavior and student demographics, personality type, sense of belonging, motivation, locus of control and teacher evaluation (respect, activities, communication, motivation) as well as computer lab teaching settings and norms. The results indicated that students in computer lab teaching settings cyberloaf mainly for socialization, followed by personal business and news follow-up. Males cyberloaf more frequently than females, especially for personal business and news follow-up. As students’ internet skills increase, so does their cyberloafing, particularly for personal business and socialization. A lack of instructor norms in computer lab lectures and student amotivation are also associated with increases in cyberloafing for personal business, whereas instructors’ respect for students and negative attitudes towards cyberloafing are associated with decreases in cyberloafing for socialization. This paper discusses the study findings in detail and makes recommendations for additional research.

这项相关研究调查了在教育环境中，特别是在计算机实验室教学环境中，影响网络游荡行为的因素。总共272名使用便捷抽样方式选择的学生对问卷进行了回答，该问卷收集了有关网络游荡行为和学生人口统计学，性格类型，归属感，动机，控制源和教师评估（尊重，活动，沟通，动机）以及以下方面的数据：计算机实验室的教学设置和规范。结果表明，计算机实验室教学中的学生主要将社交活动设置为网络面包，然后进行个人业务和新闻跟进。男性比男性更喜欢网络面包，尤其是在个人业务和新闻跟踪方面。随着学生互联网技能的提高，他们的网络游荡活动也随之增加，特别是对于个人业务和社交。计算机实验室讲座中缺乏教师规范和学生的积极性也与个人业务中网络游荡活动的增加有关，而教师对学生的尊重和对网络游荡活动的消极态度与社交活动中网络游荡活动的减少有关。本文详细讨论了研究结果，并提出了进一步研究的建议。