This study aims to fill a gap in existing literature by investigating the relationship between academic stress and cyberloafing behavior among university students. By examining 415 final-year undergraduate students from various faculties at Girne American University, the research utilizes a correlational design to analyze the impact of academic stress on cyberloafing, considering the mediating effect of fatigue and the moderating influence of self-control. The findings reveal a significant positive association between academic stress and cyberloafing, with fatigue partially mediating this relationship and self-control moderating the influence. This research offers a novel perspective on understanding and addressing cyberloafing in educational settings, thereby contributing to the existing body of knowledge on this topic. The study’s methodology and findings provide valuable insights into the complex interplay of academic stress, fatigue, self-control, and cyberloafing, offering implications for educational institutions in addressing and mitigating cyberloafing behaviors among students.

本研究旨在通过调查大学生学业压力与网络闲散行为之间的关系来填补现有文献的空白。该研究通过对吉恩美国大学各院系的 415 名应届本科生进行调查，采用相关设计来​​分析学业压力对网络闲散的影响，同时考虑疲劳的中介作用和自我控制的调节作用。研究结果表明，学业压力和网络闲散之间存在显着的正相关关系，疲劳在一定程度上调节了这种关系，而自我控制则调节了这种影响。这项研究为理解和解决教育环境中的网络闲散问题提供了新颖的视角，从而为该主题的现有知识体系做出了贡献。该研究的方法和结果为了解学业压力、疲劳、自我控制和网络闲散之间复杂的相互作用提供了宝贵的见解，为教育机构解决和减轻学生网络闲散行为提供了启示。