Academic Flow and Cyberloafing. Listyo Yuwanto. Universitas Surabaya (UBAYA), East Java, Indonesia

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1 Psychology Reseach, Ail 2018, Vol. 8, No. 4, doi: / / D DAVID PUBLISHING Academic Flow and Cybeloafing Listyo Yuwanto Univesitas Suabaya (UBAYA), East Java, Indonesia Academic flow is a motivational ocess that is imotant fo students in the leaning ocess. Academic flow causes students to concentate, enjoy, and intinsic motivation in the leaning ocess. Convesely, students with low academic flow will exeience cybeloafing. Limitations of eseach elationshi between academic flow and cybeloafing in academic context so fa became the basis of this eseach. Reseach subjects wee 314 students though incidental samling. Result showed a negative significant coelation between academic flow and cybeloafing ( = , = 0.001). Thee is a negative coelation between cybeloafing and absotion ( = , = 0.011), enjoyment ( = , = 0.024), and intinsic motivation ( = , = 0.003). This means that the highe students academic flow scoe is, the lowe the cybeloafing scoe will be on students, such as chat, games, music, and videos that ae not elated to the leaning ocess. It is necessay to manage the leaning ocess in achieving flow conditions, esecially egading the exectancy and value as esonal esouces. The esults ae discussed futhe. Keywods: academic flow, cybeloafing, exectancy, value Intoduction Flow is a ositive sychological condition oosed by Csikszentmihalyi (2014) who defineded the conditions when the individual entiely involved in the activities undetaken. Bakke (2008) descibed thee chaacteistics of flow that is absotion, enjoyment, and intinsic wok motivation. Absotion is the ability to focus o concentate on activity. Enjoyment is a ositive affect o comfot when doing the activity. Intinsic wok motivation is an intenal dive as a diving foce to do the activity. Flow can occu in vaious aeas of life, such as wok, laying music, execising, and academic. Flow that occus when unning academic activity is called academic flow. Academic flow is equied by students when conducting lectues, studying, and doing assignments (Yuwanto, 2013). Refeing to the job demands-esouces model (JDR) theoy (Bakke & Demeouti, 2007), flow includes the motivational ocess that leads to ositive outcomes. Flow can cause individual efomance to be bette than when not exeiencing flow (Csikzentmihalyi, 1990). Benefits of flow when unning academic activities, such as students can be moe focused, innovated o ceative (Csikszentmihalyi, 2014). Flow can incease motivation so that can incease student involvement in academic activity. Leaning mateials become moe easily absobed so that bette leaning outcomes can also be achieved by otimizing leaning along with flow conditions (Yuwanto, 2011). Low flows have negative imacts, such as lack of focus, unmotivated, and no enjoyment of activity so efe to do othe activities. One fom of behavio that aises when it does not each the condition of academic flow is cybeloafing. Listyo Yuwanto, Maste Psychology, Faculty of Psychology, Univesitas Suabaya (UBAYA).

2 174 ACADEMIC FLOW AND CYBERLOAFING Cybeloafing is a elatively new toic in scientific liteatue (Doon, 2011). Cybeloafing was oiginally a concet that develoed in industial and oganizational aeas and was categoized as deviant behavio. Cybeloafing is defined as emloyees voluntay non-wok elated use of comany ovided and Intenet while woking (Lim, 2002). Some foms of cybeloafing ae as follows: bowse sots-elated web sites, sho online fo esonal goods, check non-wok-elated , bowse investment-elated web sites, send non-wok-elated , bowse entetainment-elated web sites, lay online games, download non-wok-elated infomation, download online games, chat with othe eole in online chat ooms, and ost messages on non-wok-elated items (Blau, Yang, & Wad-Cook, 2006). Along with its develoment, cybeloafing also occus in academic context including in highe education (Yasa & Yudugul, 2013). One of the aeas whee intenet is intensively used is the education secto (Aabaci, 2017). Cybeloafing in academic context can be defined as the students tendency and/o behavio to use intenet fo the things ielevant to the couse duing couse hous (Kalayci, 2010). Accoding to Yasa (2013), thee ae fou foms of cybeloafing activity: individual, social, seach, and news. These ae individual (shoing, tavel, job seach, caie, and online banking), social (esonal o gou chat, social netwoking sites, discussion boads, instant messaging, and ), seach (seaching, ictues, video on seach engines, etc.), and news (news, sot, weathe sites and bulletin boads etc.). Based on liteatue seaches using seveal databases, such as Emeald, Singe Link, Google Schoola, and Poquest, eseaches found limited eseach on the elationshi between academic flow and cybeloafing. This eseach emiically examines the elationshi between flow and cybeloafing. Method Reseach subjects 314 (28.1% ae male and 71.9% ae female) students who ae willing to be the subject of eseach (incidental samling). In ode to measue academic flow, the eseach uses the Flow Inventoy fo Student (Yuwanto, 2011) that consist of thee asects which ae absotion, enjoyment, and intinsic motivation. The Flow Inventoy fo Student consist of fou item absotion, thee item enjoyment, and thee item intinsic motivation. The Flow Inventoy fo Student has eliability of Conbach s α = Cybeloafing is measued using cybe loafing activities scale develoed by Blanhad and Henle (2008), adoted to Tukish by Kalayci (2010), and udated by Yasa (2013). Cybe loafing activity scale consists of 23 with fou dimensions (individual, seach, social, and news). Cybe loafing activity scale has eliability Conbach s coefficients α = fo individual, fo seach, fo social, and fo news (Kese, Kavuk, & Numanoglu, 2016). In ode to find the coelation between academic flow and cybeloafing, the oduct moment coelation technique fom Peason is used. Result and Discussion The esult of hyothesis testing in Table 1 shows a negative coelation between academic flow and cybeloafing ( = , = 0.001). All asects of academic flow with cybeloafing ae negatively coelated. The elationshi between absotion and cybeloafing ( = , = 0.011), enjoyment and cybeloafing ( = , = 0.024), intinsic motivation and cybeloafing ( = , = 0.003). High academic flows indicate academic tasks ae consideed challenging, fun, o beneficial fo students. This is in accodance with the oinion of Csikszentmihalyi (2014) chaacteistics of academic tasks lay a ole

3 ACADEMIC FLOW AND CYBERLOAFING 175 in the occuence of flow conditions. The chaacteistics of these tasks ovide challenges and individual develoment. Flow as a motivational ocess can be achieved based on individual esonal conditions. This is in accodance with the theoy of job demands esouces model which states the esonal factos that undelie the occuence of the ocess of motivational called esonal esouces. Some foms of esonal esouces such as exectancy and value can exlain the occuence of flow conditions. Table 1 Coelation of Academic Flow and Cybeloafing Academic Flow Absotion Enjoyment Intinsic Motivation Note. ** = Cybeloafing ** ** ** ** High academic flow also indicate a high self-efficacy. This is in line with the statement of Csikszentmihalyi (1990) that self-efficacy facilitates the occuence of flow conditions. Peceived tasks ae not challenging, unattactive, o unhelful to self-develoment makes it difficult to concentate. Behavioal imacts, such as unmotivated tasks and not enjoying the task. Difficult students concentate, do not enjoy academic activities, and low motivation when doing academic activities including the chaacteistics of low academic flow. This became the basis of the students to avoid the task and cybeloafing in the leaning ocess. The negative elationshi between academic flow and cybeloafing is discussed futhe though absotion, enjoyment, and intinsic motivation. Absotion is negatively coelated with cybeloafing ( = , = 0.011). When students ae able to focus and not easily switch attention while studying, woking on ae, and discussion with lectues, then the task has a high value. The comletion of the task will not be distaksi with cybeloafing because thee is an outouing of sychic enegy that is egula and continue the imact of the students ae not distubed wok on othe tasks. Students having self-efficacy usually have a belief that equality exists between abilities and tasks. Self-efficacy causes the students to devote thei attention and concentation to academic tasks so that they ae not easily distubed by othe activities including cybeloafing. Enjoyment has a negative coelation with cybeloafing ( = , = 0.024). Enjoyment is one of the chaacteistics of ositive affects. When students have enjoyment like the feeling of fun and comfotable doing academic tasks, then the academic task has a high value. The tasks ae consideed imotant, fun, then in doing it also comes a sense of fun. Tasks with these consequences have an imact on low cybeloafing behavio. Self-efficacy elated to comleting the academic task, it is imotant fo students to feel the sychological comfot in doing the task. Students with high self-efficacy eceive equality of task and ability. The imact students ae able to feel comfotable while woking on it. The oosite of comfot while doing academic activitiy is anxiety. Anxiety occus because students have low self-efficacy belief in comleting academic tasks. Anxiety encouages students to do othe activities moe fun by doing cybeloafing. The elationshi between intinsic motivation and academic ocastination is negative ( = , = 0.003). Students with high intinsic motivation assess the task as an imotant activity. Students undegoing

4 176 ACADEMIC FLOW AND CYBERLOAFING academic ocesses, such as doing assignments, discussions, lectues not because of extenal factos o to get ewads fom othes. Students undego the academic ocess due to self-develoment. Students who have high intinsic motivation have clea goal on the activities it does. Intinsic motivation can event students fom cybeloafing. Conclusion In conclusion, the esults show that academic flows and cybeloafing ae negatively coelated. Cybeloafing is a common behavio in the midst of technological develoments and inceasingly easy Intenet access. In the academic context, cybeloafing includes behavios that do not suot the otimization of the leaning ocess. Looking fo news infomation that is not elated to leaning mateials, laying games, chat with fiends, o othe foms of cybeloafing can disut academic ocesses, such as discussion, mateial undestanding, ecall, and comletion of tasks. Cybeloafing should be avoided to event the negative effects of cybeloafing. Potential negative imact of cybeloafing esonally, such as stess, fustation, ange, guilt, o health oblems when academic tasks accumulate o lack undestanding of leaning mateials. Pofessional imacts, such as low academic gades o delays in comleting tasks and studies. Cybeloafing is a manifestation of low academic flow of students. Cybeloafing is ated as a moe enjoyable activity fo students as a fom of leasue seeking and avoiding unattactive tasks. Academic flow is a motivational ocess to event cybeloafing. Students avoid cybeloafing by imoving academic flow. How to imove academic flow though discoveing the meaning of the academic ocess fo students. The discovey of the meaning of academic assignment fo students is imotant. When the meaning of academic task is found, the student knows the value of the task. If the academic task has an imotant value then the student can focus, enjoy, and have intenal motivation to do it. If the academic task has a low scoe fo the student, the student needs to find the imotant value of the task. Self-contol and self-efficacy ae also imotant factos fo students in achieving flow conditions. The univesity is exected to hel students have high value and self-efficacy in evey academic activity. Pocuement study skills seek the meaning and value of each academic activity. Cometent faculty, adequate leaning facilities need to be met in ode to facilitate flow conditions. Past studies of cybeloafing imly both ositive consequences (e.g., a way of esonal leaning o a ecovey fom wok activities) and negative consequences (e.g., deceased job efomance o job engagement) (Doon, 2011). Futhe eseach can examine the elationshi between academic flow, cybeloafing, and the imact of cybeloafing. Refeences Aabaci, I. B. (2017). Investigation faculty of education students cybeloafing behavios in tems of vaious vaiables. The Tukish Online Jounal of Educational Technology, 16(1), Bakke, A. B. (2008). The wok-elated flow inventoy: Constuction and initial validation of the WOLF. Jounal of Vocational Behavio, 72, Bakke, A. B., & Demeouti, E. (2007). The job demands-esouces model: State of the at. Jounal of Manageial Psychology, 22(3), Blanchad, A., & Henle, C. (2008). Coelates of diffeent foms of cybeloafing: The ole of noms and extenal locus of contol. Comutes in Human Behaviou, 24(3), Blau, G., Yang, Y., & Wad-Cook, K. (2006). Testing a measue of cybeloafing. Jounal of Allied Health, 35(1), 9-17.

5 ACADEMIC FLOW AND CYBERLOAFING 177 Csikszentmihalyi, M. (1990). Flow : The sychological of otimal exeience. New Yok, NY: HaeCollins. Csikszentmihalyi, M. (2014a). Alications of flow in human develoment and education. Heidelbeg: Singe Dodecht. Csikszentmihalyi, M. (2014b). Flow and the foundations of ositive sychology. Heidelbeg: Singe Dodecht. Doon, O. V. (2011). Cybeloafing: A multi-dimensional constuct laced in a theoetical famewok. Retieved fom htts:// aced_in_a_theoetical_famewok_-_odin_van_doon_ df Kalayci, E. (2010). The investigation of elationshi between cybeloafing and self-egulated leaning stategies among undegaduate students (Unublished maste thesis, Hacettee Univesity, Ankaa). Kese, H., Kavuk, M., & Numanoglu, G. (2016). The elationshi between cybe-loafing and intenet addiction. Cyiot Jounal of Educational Sciences, 11(1), Lim, V. (2002). The IT way of loafing on the job: cybeloafing, neutalizing and oganizational justice. Jounal Oganizational Behavio, 23(5), Yasa, S. (2013). The effects of students locus of contol and attitudes towads comute laboatoy on thei cybeloafing behaviou (Unublished maste dissetation, Faculty of Education of Hacettee Univesity, Ankaa). Yasa, S., & Yudugul, H. (2013). The investigation of elation between cybeloafing activities and cybeloafing behavios in highe education. Social and Behavioal Sciences, 83, Yuwanto, L. (2011). The flow inventoy fo student: Validation of the LIS. Anima Indonesian Psychological Jounal, 26(4), Yuwanto, L. (2013). The natue of flow. In L. Yuwanto (Ed.). The natue of flow (. 1-8). Jakata: Dwi Puta Pustaka Jaya.