COLLEGE STUDENT’S COGNITIVE ABSORPTION,

CYBERLOAFING, PSYCHOLOGICAL CAPITAL AND

ACADEMIC PROCRASTINATION: AN EMPIRICAL
PERSPECTIVE FROM CAPIZ PROVINCE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 13
Pages: 255-263
Document ID: 2023PEMJ1155
DOI: 10.5281/zenodo.8320844
Manuscript Accepted: 2023-3-9
Psych Educ, 2023, 13: 255-263, Document ID:2023 PEMJ1155, doi:10.5281/zenodo.8320844, ISSN 2822-4353
Research Article

College Student’s Cognitive Absorption, Cyberloafing, Psychological Capital and

Academic Procrastination: An Empirical Perspective from Capiz Province
Ace N. Bombaes*, Maria Teresa D. Cosico, Felimon A. Pimentel Jr., Maria Archie A. Cabig
Arlene M. Leron, Shirley A. Hoñez, Leah Rose L. Cada, Mary Jane M. Laguna
For affiliations and correspondence, see the last page.
Abstract
The study investigated and explore the impacts of cognitive absorption, cyberloafing, and
psychological capital on college students’ academic procrastination using a survey. There were 381
participants from different colleges in Capiz who were randomly selected. Adopted and self-made
instruments were validated by the panel of experts and underwent pilot testing with 30 students who
were not included as participants in the study. The independent variables in this study were cognitive
absorption, cyberloafing, and psychological capital, while the dependent variable was academic
procrastination. The instruments were tested with the aid of SPSS using the Analysis of Variance
(ANOVA). Findings show that through cognitive absorption, students who become addicted to social
media platforms become less attentive to, less conscious of, and unaware of potential negative
consequences because they are cognitively absorbed; the effects of cyberloafing can be positively and
negatively perceived depending on one’s intention and can affect the individual’s learning capacity
resulting from participatory decision-making and interaction with the external environment;
psychological assets can reduce and decrease risk and the impacts of academic procrastination, thus
preventing students from delaying and putting off their academic tasks.

Keywords: academic procrastination, college student’s, empirical perspective, cognitive absorption

Introduction characteristics of cognitive absorption include

Based on researcher’s empirical observations, peoples’
lives have become much easier because they can easily
access all information online. People can learn anytime
anywhere (Bombaes, 2017); and they can easily
accomplish things because of the immeasurable
positive impacts of technologies on the lives of people.
Researcher’s observations speak about how humans
become more dependent on technologies, thus
affecting humans’ ability to focus on something
because their actions and behaviors are disrupted by
technological devices. Consequently, they delay
things, performances, and tasks from getting
accomplished and this delay leads to academic
procrastination that can be detrimental to students’
academic achievement. The advancement of
technology has led to many creations of technological
devices like gadgets, smartphones, tablets which have
become a basic necessity and seeing people using any
technological device has become very common among
people of all ages especially the youth. The study
focuses on the factors that influence college students’
academic procrastination. The study used cognitive
absorption as one of its variables which refers to
individuals’ state of involvement when using a
particular technology (Occa & Morgan, 2022). It can
predict and explain people’s addiction to social media
plat thus leading people get addicted do it that cause
damage to academic performance negatively. Five
temporal dissociation, concentrated immersion,
heightened enjoyment, control, and challenge.
Cognitive absorption is a condition of intense
participation with software. Further research
investigations explained and enumerated the concept
of cognitive absorption that cognitive absorption plays
a vital role in influencing users’ intense engagement in
any social media platform like Facebook due to its
perceived usefulness and user-friendliness (AKKUŞ
ÇUTUK, 2021). Cyberloafing was also regarded as
one of the variables since many of the students get
distracted by online shopping, getting on Facebook
and other social media application during working
hours, thus affecting their work efficacy and meeting
the their work requirement (Khan et al., 2022). Khairy
Zein El Din (2019) explained the concept cyberloafing
involves an unproductive use of time in the workplace
and distracts employees from their responsibilities and
duties. Psychological capital was also taken as one of
the variables for this may also cause academic
procrastination behaviors among students (Tahir,
2021). It refers to a person's psychological capital,
which consists of the four constructs hope, efficacy,
resilience, and optimism, is their positive
psychological state of development. Since it can be
manifested through actions and academic behaviors.
Being optimistic, allows one to have extended
perspective and help him in various situations.
Students who possess weak psychological capital like
optimism (Carter & Youssef-Morgan, 2022), resilience

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Research Article
(Dirzyte & Patapas, 2022), (Dirzyte & Patapas, 2022)
may lead to academic procrastination amongst the
students (Rahaei & Salehzadeh, 2020). If there is too
much cognitive absorption, cyberloafing, and weak
psychological capitals this would lead to academic
procrastination which is defined as an ongoing,
pointless postponement of academic tasks, which is
frequently accompanied by anxiety. Academic
procrastination is associated with various negative
effects, such as worse academic performance, worse
emotional wellbeing, and worse mental and physical
health.
The study is guided by and anchored on the theory of
planned behavior (TPB) a cognitive theory by Azjen
(1985), whose work had already been cited by some
researchers like Venkatesh & Brown 2001),proposes
that an individual’s decision to engage in a specific
behavior. In this study, the theory was used to predict
the college students’ academic procrastination by
exploring their intention to engage in certain behaviors
towards achieving their academic goals and objectives.
Moreover, this theory is presented to provide
information on the impacts of certain variables on
behavior and action through attitudes and intentions
since attitudes and intentions would be a strong
forecaster if behaviors and actions (Behavior & Ajzen,
2019). This study is significant since it tries to provide
insights to the practitioners to develop the
psychological capitals of the college students and by
exploring some possibilities on how they can change
their procrastinating behavior by developing their level
of psychological capital that can possibly help them to
lower the level of academic procrastination. The study
aims to analyze the relationship of the identified
factors and academic procrastination among college
students. For this purpose, the data were collected
from college students in Capiz, Philippines. The
results of this study could draw a point as to how
college students are influenced by the factors towards
academic procrastinate. The result of the study will be
essential and important to the following namely:
higher education institution administrators, parents,
students, teachers, and future researchers.
Methodology
This research aimed to investigate the influence of
cognitive absorption, cyberloafing, and psychological
capital on college students’ academic procrastination
for the school year 2022 – 2023. This study utilized a
Bombaes et al.
quantitative-survey method of research design. The
study aims to construe the major constructs that
influence students’ academic procrastination and offer
clear interpretation of the overall process. These
constructs must be explained as to how they correlate
along with each other. In this study, the independent
variables are cognitive absorption, cyberloafing, and
psychological capital while the dependent variable is
academic procrastination. The descriptive statistics
that was used in the study were the frequency count,
percentage, mean, and standard deviation. The
inferential statistics was used were the Analysis of
Variance and Pearson r. The alpha level of
significance was set at 0.05.
The participants of this study were three-hundred
eighty (381) randomly selected from a population of
thirty thousand three hundred and thirty-two college
students in the province of Capiz. The participants
were determined using stratified random sampling.
Stratified random sampling was used by drawing the
samples from the population and then drawing
separate random samples from each stratum (Sullivan,
2008). The required number of participants was
determined using the formula of Slovin. The
proportional allocation formula was used to get the
appropriate sample size from various higher education
institutions. The proportional allocation formula was
used to get the appropriate sample size from various
groups of the population involved in the study.
The instrument used in the study underwent content
validation by three (3) experts from the Postgraduate
Program. After face to face content validation, it was
pilot tested to thirty (30) college students who were
not included as participants of the study. The result of
the pilot testing was used in determining the reliability
indices of every item in the instrument. After which,
the decision was made whether the item would be
retained, revised or rejected. The reliability test
resulted to a Cronbach’s alpha value of .92 indicating
the reliability of the items.
Statistical Data Analysis Procedure
The data gathered from the study were analyzed
through computer-processed using the Statistical
Package for Social Science (SPSS) as follows: mean,
standard deviation, one-way ANOVA, Pearson-r. All
inferential tests were set at 5% alpha level of
significance.
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Research Article

define cyberloafing as a means of asking questions to

Results and Discussion their professors, raising clarification and inquiry, and
feedback regarding their grades, quizzes, and tasks.
This proves that students who cyberloaf during class
Level of Cognitive Absorption of College Students
or any school-related task want to perform better by
in Capiz Province
securing answers to their questions or concerns.
Data revealed that the level of cognitive absorption of Level of Psychological Capital of College Students
college students is “high” (M = 3.80, SD = 0.60). The
in Capiz Province
high cognitive absorption implies that respondents
regard it as intrinsically motivating state of deep
Data revealed that the level of psychological capital of
involvement with software which influences student’s
college students is “high” (M = 3.85, SD = 0.65).
focus and concentration. This is because cognitive
When psychological capital is high, it implies that
absorption makes it challenging to concentrate on the
students are more likely to have optimistic and positive
work at hand because it tends to divert attention from
expectations for their academics, which increases their
it. Cognitive absorption can also result in anxiousness,
drive for academic achievements. High levels of
which makes it harder for students to concentrate and
psychological capital have been widely characterized
finish the assignment. Furthermore, Cognitive
by the four components of hope, efficacy, resilience,
absorption is the propensity to become absorbed and
and optimism and are associated to greater wellbeing,
fascinated with an activity, which might cause
work, and life satisfaction. A person's ability to
someone to engage in activities that divert them from
overcome obstacles and improve their general
their academic task. For instance, those who are
expectation of success—derived from optimism and
mentally engrossed in a video game are less likely to
belief in one's own abilities—are all boosted by having
finish their academic assignments. The same study
positive psychological capital. It suggests that students
within the scope of cognitive absorption was
who possess good psychological assets can overcome
conducted by Meryem (2022) confirms that students
an obstacle.
who are highly engaged in electronic devices, social
media platforms, and the like procrastinate thus Level of Academic Procrastination of College
weakening and defeating their self-regulation and
Students in Capiz Province
behavior pattern. This implies that people who are
more cognitively engaged are more prone to put off
Data rev ealed that the level of acad em ic
completing their academic tasks. This implication is
procrastination of college students is “moderate” (M =
also seen in a paper published by Jia et al., (2007)
2.84, SD = 0.87). The moderate academic
which suggests that technology users, are more likely
procrastination implies that they are moderately
to experience cognitive absorption, and exhibit
interested in class; they do not have poor time
problematic internet usage behaviors, manifested as
management to finish their homework; they
compulsive use, negative affects when use is
moderately perform well in class are interested in
restricted, procrastination and avoidance from social
class; they can work under pressure; and they have
and occupational responsibilities through usage.
skills to finish their academic requirements and tasks
such as homework and projects. The data reveals that
Level of Cyberloafing of the Students in Capiz
although students procrastinate they still show the
Province
purposive use of time, control of time, self-efficacy,
belief, coping styles, and outcomes including academic
Data revealed that the level of cyberloafing of college
performance. Therefore, they procrastinate in
students is “moderate” (M = 3.15, SD = 0.77). The
moderation without compromising the need to
moderate cyberloafing implies that respondents
accomplish and submit their academic tasks and
regard it as disrupting from carrying out their duties
exercises, show up in class, and cooperate and
and academic responsibilities. This can be interpreted
coordinate with school work or group. Furthermore,
that people can be engaged in postponing and putting
studies have shown that psychological capital has a
off their task from getting things done, which
significant impact on academic procrastination.
prevents them from concentrating properly and
Individuals with higher psychological capital tend to
efficiently on a particular activity. People get
procrastinate less and be more successful in their
intensely engaged to any social media platforms
academic endeavors.
while they are having fun because of the experiences
they have with technology devices that are extremely
Inferential Data Analysis
engaging, interactive, and pleasant. Cyberloafing is
not always negative as it connotes because students

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Psych Educ, 2023, 13: 255-263, Document ID:2023 PEMJ1155, doi:10.5281/zenodo.8320844, ISSN 2822-4353
Research Article
Difference in Academic Procrastination among the
Levels of Cognitive Absorption
Data show that there is a significant difference in
academic procrastination among the levels of cognitive
absorption, F = 20.393, p <0.05. There is a significant
difference which implies that academic procrastination
varies according to the level cognitive absorption. This
implies that reduced use of cognitive techniques, poor
time management, and inadequate planning abilities
can all contribute to higher levels of procrastination.
Difference in Academic Procrastination among the
Levels of Cyberloafing
Data show that there is a significant difference in
academic procrastination among the levels of cognitive
cyberloafing, F = 13.383, p <0.05. There is a
significant difference in academic procrastination
among the levels of cyberloafing which implies that
academic procrastination varies according to the levels
of cyberloafing. This is because students get disrupted
by means of spending much time online, social
platforms, and websites because they are found to be
engaging, enjoyable, and fun to use. Cyberloafing
affects students' academic procrastination, however it
can be considered as moderate because technology is
now a vital tool utilized in the teaching and learning
process in educational environments (Bombaes, 2021).
Students may readily obtain the materials they need for
lectures and find out information about their
schoolwork in a variety of methods with the aid of the
internet. Although it is frequently misused, the internet
is predicted to offer several advantages to help
academic endeavors.
Difference in Academic Procrastination among the
Levels of Psychological Capital
Data show that there is a significant difference in
academic procrastination among the levels of
psychological capital, F = 16.984, p <0.05. There is
significant difference in academic procrastination
among the levels of psychological capital. The data
shows that psychological capitals like hope tends to
support an individual and acts as a motivator to
achieve goals and aspirations. Hope also makes it
easier to carr y out p lan s that lead to the
accomplishment of goals and objectives. Hope is the
greatest remedy in harsh conditions. It implies that
academic procrastination varies according to the levels
of psychological capital. This means that students
considered optimism and self-assurance to be their
finest qualities, and they could be innovative when
necessary, even under trying circumstances. They
could solve their challenges with the aid of their
Bombaes et al.
creativity. Students’ effectiveness might enable them
to develop more inventiveness. They could devise
techniques or strategies to deal with any challenging
circumstances. The study proposed that if the students
are high on Psychological capital then he/she will not
be so much involved in academic procrastination.
People that are optimists look forward to something
good. Optimists are optimistic and have high
aspirations for the future, even in the face of difficult
circumstances (Youssef, Morgan, & Dahms, 2017).
According to Tahir (2021), students who possess and
use psychological capital will not get engaged in
cyberloafing as much. In other words, psychological
will weaken the association between cyberloafing and
cognitive absorption. The study reveals and confirms
that psychological capital can reduce or avoid
academic procrastination from happening or from its
detrimental impact. Psychological resources can help
individuals to lower the amount of academic
procrastination. A study conducted by Luthans (2010),
states that psychological capital has the capacity to
lower the level of academic procrastination, all of
which are crucial for students to perform well.
Relationships Among Cognitive Absorption,
Cyberloafing, Psychological Capital, and Academic
Procrastination
The results reveal there is a positive correlation
between cognitive absorption and cyberloafing, r =
.358, p <0.05. There is a positive correlation between
cognitive absorption and psychological capital, r =
.536, p <0.05. There is a negative correlation, r = .179,
p <0.05 between cognitive absorption and academic
procrastination. There is a positive correlation, r =
.143, p <0.05 between cyberloafing and psychological
capital. There is a negative correlation, r = .189, p
<0.05 between cyberloafing and academic
procrastination. There is a negative correlation, r =
.225, p <0.05 between psychological capital and
academic procrastination.
The positive correlation between cognitive absorption
and cyberloafing implies that cognitive absorption has
an influence or effect on cyberloafing. The two
variables tend to move in the same direction
relationship. It suggests that as cognitive absorption
increases, cyberloafing activity level also increases. It
is because when students get engaged in technology
they become addicted to it which can alter their sense
of time and leads them to cyberloaf a lot.
The moderate correlation between cognitive
absorption and psychological capital implies that the
two variables tend to move in the same direction
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which only means psychological capital grows
moderately along with cognitive absorption. Students
get engrossed and interested in technological devices,
social media platforms, and other websites but they
will still keep their positive psychological assets in
order to avoid or prevent themselves from getting too
much engrossed in what they are doing.
The negative correlation between cognitive absorption
and academic procrastination means that when one
variable goes up, the other variable goes down. When
cognitive absorption is high, this means that students
become more engaged in or completely involved with
online activities that give them learning, feeling of joy
and attentiveness thus leading them to academic
procrastination. When academic procrastination is low,
it also means that students can be engaged in and
absorbed in online activities which are fun, interactive
and informative which lead to lower academic
procrastination. However, if students intend to
postpone or delay accomplishing or completing their
academic tasks, this indicates that academic
procrastination is high as well as cognitive absorption
because they spend much time on technological
devices, social media platforms, and websites leading
to high cognitive absorption.
The positive correlation between cyberloafing and
psychological capital implies that psychological
capital has an influence on cyberloafing which means
that that two variables tend to go up in response to one
another. It happens when cyberloafing is high and as a
response psychological capital will be high as well
indicating that no matter how addicting something is
i.e mobile devices and social media platforms students
still accomplish their academic tasks. It is mostly
because they are guided by the thought of achieving
their goals, getting a passing mark and beating the
deadlines.
The negative correlation between cyberloafing and
academic procrastination implies that two variables
tend to go up in response to one another which means
that academic procrastination does not change. It is
due to the fact that students are guided by achieving
their goals, getting a passing mark and beating the
deadlines. Therefore, the level of academic
procrastination does not change regardless of the level
of cyberloafing. The result of the study is supported by
Ahmed,(2021), that cyberloafing is not negative at all.
It has its significant effect of cyberloafers’
productivity. As suggested on Theory of Planned
Behavior by Ajzen (2019), he described accordingly
the likelihood of students engaging in cyberloafing
rises, which causes them to put off completing their
Bombaes et al.
academic work. The negative correlation implies that
there is no variation regardless of the level of
psychological capital and academic procrastination
b ecau se they still have the same level of
procrastination. Therefore, a negative correlation
indicates that two variables tend to go up in response
to one another. It is because students still accomplish
their academic regardless they procrastinate or not
because they are driven by their intention and
motivation to achieve their goals, get a passing mark,
pass their exams, submit their requirements on time,
and avoid inconvenience like getting a compromised
mark or grade. The results imply that psychological
capital may play a significant role in decreasing
academic procrastination. People may be able to better
manage their time and lessen their tendency to delay
by boosting their psychological capital resources.
Furthermore, the variation of the two variables entails
that when psychological capital increases; the other
one decreases.
Conclusion
In the light of the aforementioned findings of the
study, the following conclusions were drawn: (1) The
overall level of cognitive absorption of college
students towards academic procrastination is found to
be high. It is because cognitive absorption can be
intrinsically motivating thus leading students to be
deeply involved with software which influences
student’s focus and concentration. This is because
cognitive absorption makes it challenging for students
to concentrate on the work at hand because it tends to
divert their attention from it. This leads to students to
be cognitively absorbed which results in anxiousness,
which makes it harder for them to concentrate and
finish the assignment. Furthermore, the more students
are engrossed in using technological device sand social
media platforms the more students become absorbed
and fascinated with an activity, which might cause
them to engage in activities that divert them from their
academic task. This further explains and supports as to
why technology, social media platforms and sites can
support significant determinants of student’s
behaviors, beliefs, and outcomes such as emotion,
enjoyment, habit, need for gratification, and high
engagement. (2) The overall level of cyberloafing of
college students towards academic procrastination is
found to be moderate. Because of this result, students
can be disrupted from carrying out their duties and
academic responsibilities. This is because they get
engaged in postponing and putting off their task from
getting things done, which prevents them from
concentrating properly and efficiently on a particular
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activity. They also get intensely engaged to any social
media platforms while they are having fun because of
the experiences they have with technology devices that
are extremely engaging, interactive, and pleasant.
However, in the case of the study, cyberloafing is not
always negative as it connotes because students define
it as a means of asking questions to their professors,
raising clarification and inquiry, and feedback
regarding their grades, quizzes, and tasks. This proves
that students who cyberloaf during class or any school-
related tasks want to perform better by securing
answers and understanding to their questions or
concerns. This further explains that this act of getting
on social media platforms depends on student’s
educational background, years of experience, digital
literacy and skills and frequency of using internet. On
the other, cyberloafing can be both useful and
detrimental. (3) The overall level of psychological
capital cyberloafing of college students towards
academic procrastination is found to be high. It is
because psychological assets can reduce and decrease
risk of academic procrastination. Because students are
able to establish a positive psychological state of
development that is characterized by the following: (a)
having confidence (self-efficacy) to take on and put in
the necessary effort to succeed at challenging tasks; (b)
making a positive attribution (optimism) about
succeeding now and in the future; (c) persevering
toward goals and, when necessary, redirecting paths to
goals (hope) in order to succeed; and (d) when beset
by problems and adversity, sustaining and bouncing
back and even beyond (resiliency) to attain success.
This further explains that the more students have
strong psychological assets they can perform well to
be more active, participative, and creative towards
their academic tasks, thus reducing the possibility of
academic procrastination. (4) The overall level of
academic procrastination of college students is found
to be moderate. This is because that despite students
procrastinate they will still accomplish their tasks,
study for exams, submit their exercise, seatwork, and
performance tasks just on time or sometimes late,
show up in class, and coordinate and participate in any
groupwork. It is mostly because students are aware of
the possible consequences of academic procrastination.
Students are aware of any detrimental effects of
academic procrastination such as getting low or lack of
confidence, getting a poor grade, scores on exams and
quizzes, getting low marks, failing to meet academic
goals, and getting knowledge all because of academic
procrastinated. Students procrastinate rest assured that
they will accomplish and complete their tasks and beat
the deadline. (5)There is a significant difference in
academic procrastination among the levels of cognitive
absorption of college students. This implies that
Bombaes et al.
academic procrastination varies according to the levels
of cognitive absorption that if students get cognitively
absorbed the more they spend much time online, social
platforms, and websites because they are found to be
engaging, enjoyable, and fun to use the more they
procrastinate. However, the less they get cognitively
absorbed, the less they procrastinate. This further
explains that when students become addicted to social
media platforms become less attentive to, less
conscious, and unaware of potential negative
consequences i.e. academic procrastination. As they
lose track of time, they get more absorbed in
technology that they forget the important things such
as homework, projects, requirements, tasks and other
performances. (6) There is a significant difference in
academic procrastination among the levels of
cyberloafing of college students. This implies that
cyberloafing can be both useful and detrimental. It is
because students check, receive, and send their emails
during class or when doing any school-related tasks;
visit general news sites during class or when doing a
school-related task; visit web sites during class or
when doing a school-related task; browse sports
websites during class or when doing a school-related
task; and browse news websites during class or when
doing a school-related task are regarded as activities
mediating the possible impact of academic stress and
exhaustion. This enables students to be more
productive that can increase his individual learning
capacity resulting from participatory decision-making
and interaction with the external environment; and it is
quite helpful in different ways to add to one’s quality
of work. (7) There is a significant difference in
academic procrastination among the levels of
psychological capital of college students. This means
that students considered optimism and self-assurance
to be their finest qualities, and they could be
innovative when necessary, even under trying
circumstances. They could solve their challenges with
the aid of their creativity. Students’ effectiveness
might enable them to develop more inventiveness.
They could devise techniques or strategies to deal with
any challenging circumstances. This further explains
that can be lessened or prevented, as well as the
negative effects it can have, with psychological
capital. Individuals can reduce their procrastination in
academic work with the aid of psychological resources
because it can reduce academic procrastination, which
is essential for students to perform effectively.
(8)There is a positive correlation between cognitive
absorption and cyberloafing which implies that
cognitive absorption has an influence or effect on
cyberloafing. The two variables tend to move in the
same direction relationship. It suggests that as
cognitive absorption increases, cyberloafing activity
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Research Article
level also increases. It is because when students get
engrossed, interested in, and addicted to technological
devices, social media platforms, and other websites but
they will still prevent themselves from getting too
much engrossed in what they are doing that can alter
their sense of time and leads them to cyberloaf and
academic procrastination. (9) There is a negative
correlation between cognitive absorption and academic
procrastination which implies that the higher levels of
cognitive absorption can lead to academic
procrastination. When cognitive absorption is high,
this means that students become more engaged in or
completely involved with online activities that give
them learning, feeling of joy and attentiveness thus
leading them to academic procrastination. When
academic procrastination is low, it also means that
students can be engaged in and absorbed in online
activities which are fun, interactive and informative
which lead to lower academic procrastination.
However, if students intend to postpone or delay
accomplishing or completing their academic tasks, this
indicates that academic procrastination is high as well
as cognitive absorption because they spend much time
on technological devices, social media platforms, and
websites leading to high cognitive absorption.
Moreover, students will still have the same level of
academic procrastination. This means that no matter
how addicting something is i.e mobile devices and
social media platforms students still have the same
level of academic procrastination it is because they are
mostly guided by achieving their goals, getting a
passing mark and beating the deadlines. (10)There is a
positive correlation between cyberloafing and
psychological capital which means that cyberloafing
has an influence on psychological capital. This implies
that two variables tend to go up in response to one
another. Moreover, cyberloafing varies according to
the level of psychological. This further explains that
the more students possess positive psychological
capital, the less they cyberloaf, but they less they
positive good psychological assets, they more they
cyberloaf. (11) There is a negative correlation between
cyberloafing and academic procrastination which
implies that a negative correlation between two
variables where one variable increase while the other
decreases which means that academic procrastination
does not change regardless cyberloafing increases. It is
due to the fact that students are guided by achieving
their goals, getting a passing mark and beating the
deadlines. Therefore, the level of academic
procrastination does not change regardless of the level
of cyberloafing. (12) There is a negative correlation
between psychological capital and academic
procrastination implies that when one variable
increases, the other one decreases, and vice versa. This
Bombaes et al.
means if there is an increase in psychological capital.
The results imply that psychological capital may play a
significant role in decreasing academic procrastination.
Students may be able to better manage their time and
lessen their tendency to delay by boosting their
Psychological capital resources.
Based on the findings and conclusion, the following
recommendations are hereby endorsed: (1) Since it
was found that the level of cognitive absorption of
college students can result in poor planning abilities,
decreased use of cognitive techniques, and trouble
achieving goals and considerably high, it is
recommended that students may concentrate on
developing better time management skills and engage
in active procrastination to lessen the impacts of
procrastination. Setting achievable objectives,
segmenting jobs into manageable pieces, and
developing a calendar with deadlines for each activity.
Finally, it is critical to create a space that supports
learning by reducing distractions like social media and
television. (2) Since it was found that the level of
cyberloafing of college students is moderate, teachers
can provide better learning experiences by
understanding the causes and preventative measures
for cyberloafing. Teachers may also promote fair
policies and communicating them clearly to stop or
lessen the act of cyberloafing while in class or at
school.(3) Since it was found that the level of
psychological capital of college students is high, there
are a number of recommendations that may be made to
further enhance their wellbeing. Teachers can make
sure that students have access to tools and systems of
support that can aid in maintaining their psychological
capital such as mentorship programs, delivering
counseling services, or setting up a secure environment
where students can talk openly about their mental
health. In order to pinpoint any areas that need
improvement. School Administrators may promote
positive psychology-promoting activities including
mindfulness exercises, gratitude practices, and positive
affirmations. Resilience and optimism, which are
essential elements of psychological capital, can be
fostered through these activities. (4) Since it was found
that the level of academic procrastination of students is
moderate, teachers may provide interventions in order
for them to comprehend the root causes of
procrastination, such as low self-efficacy and fear of
failure.(3)Since it was found that there is a significant
difference in academic procrastination among the
levels of cognitive absorption of students, it is
recommended that teachers should come up with an
intervention session that will focus on the detrimental
consequences of procrastination and as to why this can
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Research Article
be prevented. Parents may also have a session with
their children regarding the detrimental effects of
academic procrastination and provide better
understanding for them to help children. (5) Since it
was found that there is a significant difference in
academic procrastination among the levels of
cyberloafing of students, it is recommended that
teachers should know the root cause of student’s
academic procrastination in order to provide support
and direction to help them manage their stress levels,
as well as from instructional environments that
discourage online social networking. Parents can
provide their children with a structured opportunity by
guiding and break tasks up into a more manageable
chunk which is more attainable which can be helpful
for them not procrastinate. Teachers may also provide
positive reinforcement to students for them not
procrastinate. (6) Since it was found that there is a
significant difference in academic procrastination
among the levels of psychological capital of students,
it is recommended that school administrators through
guidance office may provide more assistance and
direction to help students build their psychological
capital as well as more chances to exercise self-control
and autonomy. This can be done through online or in-
person session like coaching or smaller groups for peer
learning. (8) Since it was found that there is a positive
correlation between cognitive absorption and
cyberloafing. There is a positive correlation between
cognitive absorption and psychological capital. There
is a negative correlation between cognitive absorption
and academic procrastination. There is a positive
correlation between cyberloafing and psychological
capital. There is a negative correlation between
cyberloafing and academic procrastination. There is a
negative correlation between psychological capital and
academic procrastination., it is recommended that
students should be more aware of the potential
repercussions of their behavior and urged to
concentrate on one job at a time in order to decrease
the quantity of cyberloafing. (9) Students may gain
insights on how each can create a negative behavior
towards performing, sustaining, and completing their
tasks and activities, for this will a necessary
information on how these can be improved by means
of improving their psychological capitals so that they
can avoid academic procrastination. (10) School
Admnistrators may provide a consultation period with
other teachers to encourage them to be more
cooperative and open-minded in dealing with
procrastinators, the students. (11) Parents may provide
more psychological support in order to reduce
academic procrastination, it is important to provide
guidance and support to their children. Daily
monitoring may help them in order to track their
Bombaes et al.
children acad em ic prog ress. (12 )Scho ol
Administrators should consider the monthly
consultation in order to monitor class standing and
status and as well their mental health. Also, faculty
development program that aims to equip teachers with
the needed approaches in their respective classes to
improve their teaching strategies and develop growth
in student learning. Furth ermo re, school
Administrators may offer students a suitable study
space that promotes independence and skill
development can aid in decreasing academic laziness
and academic deprivation.
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