THE RELATIONSHIP BETWEEN ACADEMIC SELF-CONTROL AND ONLINE VIGILANCE AMONG HIGH SCHOOL STUDENTS: A MULTI-GROUP ANALYSIS

Abstract

A state of constant awareness of online communication and interaction issues is a state of online vigilance. There is very limited research on constructs with which online vigilance dimensions are likely to be associated. In this study, academic self-control, which is thought to be related to the theoretical basis of online vigilance is discussed. Self-control is a construct that helps people resist impulsive urges, manage competitive tasks, and maintain attention. In this context, this study aimed to test whether online vigilance is associated with academic self-control. This study also examined the variation of this relationship depending on gender. The research group consists of 128high school students. Personal information form and two different scales were used in the study. In this study, the research model was analyzed by Partial Least Squares-Structural Equation Modeling(PLS-SEM). The results of the study showed that there is a significant relationship between academic perseverance and salience, reactibility and monitoring. The results showed that there is a significant relationship between academic attention and reactibility and salience. Academic attention did not have a significant effect on monitoring. The structural model shows that the variance in online vigilance behaviors explains between 16-31%. According to multi-group analyzes, there were significant relationships between academic perseverance and monitoring, salience for female and male sub-samples. While the relationship between academic perseverance and reactibility is significant in males, it is not significant in females. While the relationships between academic attention and all sub-dimensions of online vigilance are significant in women, they are not significant in men.