Optimizing academic productivity: examination of the self-determination theory’s application in mitigation of cyberslacking behavior

The widespread adoption of digital devices in educational settings has significantly improved due to technological advancements in modern history. However, this has also raised concerns about students utilizing the Internet for personal reasons that influence their time management, and motivation. Consequently, they affect their time management, decline academic motivation, and increase cyberslacking behaviour among students. In hindsight, this study aimed to examine the relationship between time management skills, academic motivation, and reduced cyberloafing habits among university students, employing the theoretical foundation of Self-Determination as the primary lens. Also, to explore the mediating role of academic motivation in the relationship between time management skills and cyberloafing behaviours. This study employed a quantitative approach and a questionnaire-based survey; 384 students participated in the survey. Data were obtained from the participants’ responses and assessed using a structured equation modelling statistical approach. In summary, the findings of the study showed a positive relationship between effective time management and academic motivation among students, which ultimately resulted in a reduction in cyberloafing behaviours during class hours. Furthermore, the results show that the utilization of time management skills has the potential to diminish instances of cyberloafing through its influence on academic motivation. Further results are based on theoretical and practical implications.