Understanding cyberslacking intention during Covid-19 online classes: An fsQCA analysis

dc.contributor.authorMumu, Jinnatul Raihan
dc.contributor.authorConnolly, Regina
dc.contributor.authorWanke, Peter
dc.contributor.authorAzad, Md. Abul Kalam
dc.date.accessioned2021-12-24T17:44:21Z
dc.date.available2021-12-24T17:44:21Z
dc.date.issued2022-01-04
dc.description.abstractDue to the Covid-19 pandemic, students have been restricted to their homes and forced to take online classes as an alternative for in-person classes. However, data shows that this enforced online education is resulting in a learning deficit for a generation of students and that many engage in cyberslacking behavior, which is the use of non-work-related Internet use during designated work time. Cyberslacking tendency among university students in particular is on the rise. A fuzzy-set qualitative comparative analysis (fsQCA) was applied. Sentiment analysis was subsequently performed using Natural Language Processing. Findings from the fsQCA analysis identified five core factors that underpin cyberslacking attention. Alternative paths have been identified based on gender and the students’ current education status. The study findings contain a number of contributions, illustrating different topologies of student intention towards cyberslacking and identifying causal factors that influence cyberslacking intention, as well as illustrating student sentiment regarding this behavior.
dc.format.extent10 pages
dc.identifier.doi10.24251/HICSS.2022.358
dc.identifier.isbn978-0-9981331-5-7
dc.identifier.urihttp://hdl.handle.net/10125/79692
dc.language.isoeng
dc.relation.ispartofProceedings of the 55th Hawaii International Conference on System Sciences
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectCulture, Identity, and Inclusion
dc.subjectcyberslacking
dc.subjectcovid-19
dc.subjectfsqca
dc.subjectsentiment analysis
dc.titleUnderstanding cyberslacking intention during Covid-19 online classes: An fsQCA analysis
dc.type.dcmitext

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