In this study, where individual differences in learning environments and the periods of transformation of education and learning are considered to become intertwined to create an important area of integration; the aimwas to examine the self-regulation abilities in high school students within the framework of an integrated model of personality traits, cyberloafing, and nomophobia. Questions aimed to be answered are as follows: (1) In the relationship between self-regulations skills and personality traits what are the mediating effects of cyberloafing and nomophobia? (2) What is the mediating effect of nomophobia on the relationships between personality traits and levels of cyberloafing? The findings obtained from the study which were tested using a regression model show that the extrovert personality trait has a direct and negative effect on self-regulation, whilst the agreeableness personality trait has a direct and positive effect on self-regulation. Besides, whilst the personality trait of openness to experience has a direct and positive effect on nomophobia; nomophobia as a variable has a direct and positive effect on the variable cyberloafing. In accordance with this, the results of the study also evidenced that personality trait openness to experience, has an indirect effect on the variable cyberloafing, through the variable of nomophobia.