Cyberloafing among Gen Z students: the role of norms, moral disengagement, multitasking self-efficacy, and psychological outcomes

The Influence of Technostress on Cyberslacking of College Students in Technology-Enhanced Learning: Mediating Effects of Deficient Self-Control and Burnout

College students frequently experience technostress and engage in cyberslacking whilst participating in technology-enhanced learning (TEL). This research aimed to investigate the influence mechanism of technostress on college students' cyberslacking. This research recruited 634 students from two Chinese colleges to complete a web-based questionnaire adapted from previous research. Structural equation modelling was adopted and the research results showed that: in TEL (1) college students' technostress significantly and positively affected cyberslacking; (2) deficient self-control partially mediated college students' technostress and cyberslacking; (3) burnout partially mediated college students' technostress and cyberslacking; and (4) deficient self-control and burnout played a chain mediating role between college students' technostress and cyberslacking. These findings improve our understanding of the influence college students' technostress has on cyberslacking in TEL, and several suggestions to reduce college students' cyberslacking in TEL are proposed.