Multitasking behavior in online classrooms and academic performance: case of university students in Ecuador during COVID-19 outbreak

2020 
Purpose: This paper aims to explore university students' multitasking behavior in online classrooms and their influence on academic performance Also, the study examined students' opinions Design/methodology/approach: A total of 302 university students fulfilled an online survey Ten questions were focused on demographic information, five items evaluated online class behavior of students, 9 items evaluated self-efficacy and four items measured academic performance Findings: Multitasking behavior was found to negatively influence self-efficacy of −0 332, whereas self-efficacy showed a positive influence of 0 325 on academic performance Cronbach's alpha and average variance extracted values were 0 780 and 0 527 (multitasking behavior), 0 875 and 0 503 (self-efficacy), 0 781 and 0 601 (academic performance) Outcomes of the bootstrapping test showed that the path coefficients are significant Originality/value: The research findings may help university managers understand undergraduates’ online and face-to-face behavior and strategies to improve the behavior to ensure the best academic outcomes The novelty is based on using the partial least square structural equation modeling technique © 2020, Emerald Publishing Limited
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