Breaking the Cycle: How Fatigue, Cyberloafing, and Self-Regulation Influence Learning Satisfaction in Online Learning

Abstract

The transition to online learning has revolutionized educational experiences while introducing new challenges, such as managing fatigue and staying focused in digital environments. This study examines the relationship between fatigue, social cyberloafing, relaxation, self-regulation, and learning satisfaction in online learning environments. Using an online questionnaire, data were collected from 146 undergraduate students studying at a private university in India. The results show that fatigue is positively related to social cyberloafing, and its impact became negative when relaxation moderated their interrelationship. Further, it was found that social cyberloafing negatively impacted learning satisfaction in students, and when self-regulation moderated this interrelationship, the negative impact of social cyberloafing on learning satisfaction was reduced. Through the lens of self-determination theory (SDT), the current paper highlights that while fatigue and cyberloafing have a negative impact on learning satisfaction, self-regulation acts as an important buffer. This study emphasizes the need to create supportive digital learning environments that address fatigue and promote self-regulation, resulting in higher learning satisfaction. This research contributes to the existing literature on digital well-being and provides actionable insights for educators and learners.

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