An investigation of academic achievement, cyberloafing, problematic internet consumption, and internet engagement profiles of high school students

This study aims to examine high school students' academic achievement, cyberloafing, problematic internet use, and internet participation profiles. In the existing literature, there are limited studies on the selected variables for study groups consisting of high school students. This situation hinders the understanding of high school students' academic achievement, cyberloafing, problematic internet use, and internet participation profiles and the formulation of supportive policies in this context. In this study, students' academic achievement, cyberloafing, problematic internet use, and internet participation profiles were comparatively examined based on independent variables such as gender, mother's education level, father's education level, study time, and frequency of smartphone control. In addition, the relationships between the dependent variables of the study were also evaluated. This quantitative study, which was conducted based on the relational survey model, included high school students studying in private and public secondary schools in Kırşehir province. Based on maximum diversity sampling and voluntary participation, 598 high school students were included in the study. The study group mostly (54.7%) consisted of Anatolian High Schools, while the highest rate (42%) belonged to 11th-grade students and the lowest rate (11%) to 12th-grade students. In terms of gender distribution, male students (58%) were slightly higher. During the data collection process, a paper-and-pencil data collection tool was presented to the students in the classroom environment. Measurements for the variables of Problematic Internet Use and Internet Engagement Profile were carried out with Likert-type scales developed by Şimşek and Akbulut (2022). A Likert-type scale was developed within the scope of the study to determine the level of cyberloafing. Validity and reliability findings are reported in the data collection tools section. SPSS (v.26) and Lisrel (v.8.80) software were used to obtain the findings related to the research questions. Exploratory factor analysis and confirmatory factor analysis techniques were applied to obtain evidence for the validity of the measurements. For reliability, Cronbach's Alpha internal consistency coefficients were reported. In cases where the differences between dependent variables according independent variables were examined, t-test and one-way ANOVA analyses were reported since the necessary assumptions were met. The results of the study revealed differences in academic achievement, cyberloafing, problematic internet use, and internet participation profiles of high school students according to gender, mother's education level, father's education level, study time, and smartphone control frequency. The findings showed that male students had higher levels of problematic internet use, passive consumption, and cyberloafing behaviors than female students, suggesting that gender-specific internet use behaviors may exist. In addition, students' study time and smartphone check frequency were found to be negatively related to cyberloafing and problematic internet use. The results showed that students who were able to regulate their internet use behaviors and students who studied for more than 2 hours outside of school had higher academic achievement. The results of the study provide important conclusions for understanding the relationship between high school students' internet use and academic achievement. Based on the results, recommendations were developed for policymakers, school administrators, teachers, parents and other stakeholders. Policies and trainings should be developed to support students' conscious and responsible use of the internet; parents should support their children's academic achievement by monitoring their internet use. School administrators and teachers should provide activities and guidance services to reduce problematic internet use and cyberloafing. With the cooperation of education stakeholders, students should be provided with healthy digital habits and their academic achievement should be increased.