This paper examines adaptive verses maladaptive use of Internet technologies in a classroom environment. Using data collected from 353 student respondents, we empirically test our model using the Partial Least Squares approach to structural equation modeling. Our analysis found support for distinct antecedents to adaptive and maladaptive Internet use. Specifically, we found that subjective norms contributed to the intention to cyber-slack, while perceived ease of use and perceived usefulness contributed to behavior intention. Cognitive Absorption was a significant predictor of both maladaptive and adaptive behavior. The paper concludes with a discussion of implications for research and practice.