The Dark Side of Self-Efficacy in University Students' Digital Behavior: The Relationship Between Nomophobia and Cyberloafing

Abstract

AimThis study aims to investigate the mediating role of self-efficacy in the relationship between nomophobia and cyberloafing among university students. It seeks to understand whether nomophobia influences cyberloafing behavior and the role self-efficacy plays in this relationship.Subject and methodsA cross-sectional research design was employed to analyze the proposed relationships. The study was conducted with a sample size of 520 students from a private university. Data were collected using the Nomophobia Scale, Cyberloafing Scale, and Self-Efficacy Scale. Confirmatory factor analysis and mediation analysis were performed using the Hayes Bootstrap method to test the hypotheses.ResultsThe findings indicate that all dimensions of nomophobia are positively correlated with cyberloafing for social, academic, and gaming purposes. Additionally, self-efficacy was found to mediate the relationship between nomophobia and cyberloafing, exerting a significant positive effect on this behaviour.ConclusionThese results suggest that while nomophobia directly increases cyberloafing, self-efficacy plays a crucial role in shaping this behavior. University administrators should organize awareness programs to strengthen coping mechanisms for dealing with nomophobia among students. Additionally, educational activities can be implemented to help students develop healthy digital habits in order to prevent cyberloafing behaviors.