Cyberloafing activities and social media addiction among netizens: A predictive approach
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Social media usage has increased tremendously in recent years. However, when users cannot control their social media usage, it might have some negative impacts on personal and social life, which lead to the cyberloafing phenomenon. This study aims to examine the influence of cyberloafing activities (sharing, shopping, gaming, accessing online content, real-time updating) and social media addiction among netizens. This study utilized Uses and Gratification Theory (U&G) as a theoretical basis to explain the framework. The quantitative method was implemented in this study. An online survey questionnaire was used to collect data and 318 valid respondents were generated. Partial Least Square Structural Equation Modelling via Smart-PLS was used to analyze the data. The study showed that two cyberloafing activities, namely real-time updating and sharing significantly impact social media addiction. However, the other cyberloafing activities (accessing online content, gaming, shopping) do not contribute to social media addiction. This study may help students and employees to be cognizant of the symptoms of cyberloafing and social media addiction. In addition, it also helps government agencies such as Malaysian Communication and Multimedia Commission (MCMC) to produce strategies that can address addiction among netizens and youths. Conclusion, implications, and future research directions were discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it