Gokcearslan, SahinDurak, Hatice YildizEsiyok, Elif2024-02-232024-02-2320230266-49091365-2729https://doi.org/10.1111/jcal.12785https://hdl.handle.net/20.500.12452/13915BackgroundThe COVID-19 pandemic has spread quickly, e-learning became compulsory and disseminated throughout the world. During the pandemic, smartphones are frequently used to access e-learning content, but connecting to technological tools increased the risk of cyberloafing during e-courses. Currently, there are a limited number of studies on how e-learning will evolve under compulsory conditions. ObjectivesThis study aimed to investigate the relationship between emotion regulation, e-learning readiness, technology usage status (TUS), in-class smartphone cyberloafing, and smartphone addiction (SA) of the students during the pandemic. MethodsIn total 1294 students participated in this study. A research model was tested by structural equation modelling. Results and ConclusionThe findings of this study indicated that there is a relationship between TUS and SA. Emotion regulation was related to SA. E-learning readiness levels can help to explain cyberloafing. This study presents a conceptual model of the variables that affect cyberloafing in the context of the e-learning environment.eninfo:eu-repo/semantics/closedAccessE-Learning ReadinessEmotion RegulationIn-Class Smartphone CyberloafingSmartphone AddictionTechnology Usage StatusArticle395145014642-s2.0-85147364983Q1WOS:00092159050000110.1111/jcal.12785