Start Task Crafting, Stay Away from Cyberloafing: The Moderating Role of Supervisor Developmental Feedback
Abstract
:1. Introduction
2. Literature Review and Hypothesis Development
2.1. Job Crafting Theory
2.2. Based on Dual-Process Theory: Active Cyberloafing and Passive Cyberloafing
2.3. The Relationship between Task Crafting and Passive–Active Cyberloafing
2.4. The Moderator Role of Supervisor Developmental Feedback
3. Study 1: The Reliability and Validity of the Active and Passive Cyberloafing Scale
3.1. Method
3.1.1. Participants and Procedure
3.1.2. Measures
3.2. Result
4. Study 2: The Moderating Effect of Developmental Feedback on the Relationship between Task Crafting and Cyberloafing
4.1. Method
4.1.1. Participants and Procedure
4.1.2. Measures
4.2. Results
4.2.1. Confirmatory Factor Analyses
4.2.2. Descriptive Statistics
4.2.3. Hypothesis Testing
5. Discussion
5.1. Implications for Research
5.2. Implications for Practice
5.3. Limitations and Future Research Directions
6. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
- I was vulnerable to the interference of Internet stimuli and put down the task at hand.
- I involuntarily went online that unrelated to study.
- My attention was attracted by Internet stimuli.
- I forgot my tasks inadvertently due to the attraction of Internet stimuli.
- I unconsciously viewed online information that has nothing to do with study.
- I used the Internet to take care of things other than study.
- I purposefully completed other tasks that unrelated to study through the Internet.
- I used study time to go online to handle some other private matters.
- I got online upon convenience and deal with personal matters.
- I went online to deal with other things as planned.
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M | SD | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
---|---|---|---|---|---|---|---|---|---|---|---|---|
1 Cyberloafing | 3.12 | 1.08 | ||||||||||
2 Passive cyberloafing | 3.09 | 1.20 | 0.93 ** | |||||||||
3 Active cyberloafing | 3.14 | 1.14 | 0.92 ** | 0.70 ** | ||||||||
4 Lim’s cyberloafing | 2.44 | 0.88 | 0.75 ** | 0.62 ** | 0.77 ** | |||||||
5 Goal clarity | 3.99 | 0.77 | −0.11 | −0.16 * | −0.04 | 0.04 | ||||||
6 Job performance | 3.49 | 0.73 | −0.17 | −0.20 ** | −0.12 | −0.03 | 0.57 ** | |||||
7 Gender | 1.59 | 0.49 | 0.12 | 0.12 | 0.09 | 0.09 | −0.05 | −0.06 | ||||
8 Age | 25.81 | 5.72 | −0.11 | −0.15 * | −0.05 | −0.02 | 0.18 ** | 0.24 ** | 0.01 | |||
9 Education level | 3.62 | 0.71 | 0.06 | 0.08 | 0.02 | 0.11 | 0.06 | 0.06 | 0.10 | 0.18 ** | ||
10 Rank | 1.50 | 0.76 | −0.14 * | −0.16 * | −0.10 | 0.02 | 0.25 ** | 0.33 ** | −0.14 * | 0.32 ** | 0.08 | |
11 Tenure | 2.98 | 3.20 | −0.07 | −0.11 | −0.02 | 0.04 | 0.19 ** | 0.27 ** | −0.05 | 0.70 ** | 0.08 | 0.37 ** |
Variable | M | SD | 1 | 2 | 3 | 4 |
---|---|---|---|---|---|---|
1. Task crafting | 4.34 | 0.94 | ||||
2. Developmental feedback | 3.15 | 1.03 | 0.27 ** | |||
3. Passive cyberloafing | 2.89 | 0.96 | −0.14 ** | −0.04 | ||
4. Active cyberloafing | 2.70 | 0.97 | −0.12 ** | −0.06 | 0.67 ** | |
5. Cyberloafing | 2.80 | 0.88 | −0.14 ** | −0.05 | 0.91 ** | 0.92 ** |
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Hai, M.; Wu, X.; Zhou, B.; Li, Y. Start Task Crafting, Stay Away from Cyberloafing: The Moderating Role of Supervisor Developmental Feedback. Behav. Sci. 2024, 14, 960. https://doi.org/10.3390/bs14100960
Hai M, Wu X, Zhou B, Li Y. Start Task Crafting, Stay Away from Cyberloafing: The Moderating Role of Supervisor Developmental Feedback. Behavioral Sciences. 2024; 14(10):960. https://doi.org/10.3390/bs14100960
Chicago/Turabian StyleHai, Man, Xuyao Wu, Bingping Zhou, and Ye Li. 2024. "Start Task Crafting, Stay Away from Cyberloafing: The Moderating Role of Supervisor Developmental Feedback" Behavioral Sciences 14, no. 10: 960. https://doi.org/10.3390/bs14100960
APA StyleHai, M., Wu, X., Zhou, B., & Li, Y. (2024). Start Task Crafting, Stay Away from Cyberloafing: The Moderating Role of Supervisor Developmental Feedback. Behavioral Sciences, 14(10), 960. https://doi.org/10.3390/bs14100960