Examining Students’ Digital Wellbeing, Perceived Stress, and Academic Performance: The Mediating Role of Digital Fatigue in a TPB-SEM Framework
Keywords:
Digital Fatigue, Academic Performance, Theory of Planned Behaviour, Perceived StressAbstract
Introduction of digital technologies, e-learning, social media, and screen exposure have greatly changed the life of students both academically and personally. Though digital technologies facilitate life in many ways, the overuse of digital technologies by students has led to digital fatigue. Digital fatigue entails mental exhaustion, stress, low attention span, emotional burnout, and physical fatigue resulting from the long exposure to digital technologies. This trend is common especially after the introduction of e-learning and online communication tools due to the coronavirus pandemic. This research focuses on examining digital fatigue in students and its effect on their academic achievement based on the Theory of Planned Behavior (TPB) combined with perceived stress and digital wellbeing. This study uses attitude towards digital consumption, subjective norm, perceived behavioral control, perceived stress, and digital wellbeing as the main determinant factors in influencing digital fatigue and academic achievement. In this study, the use of quantitative methodology will be complemented by the application of Structural Equation Modelling (SEM). The study will help to enrich the overall knowledge base associated with Digital Behavior, E-Learning, Learning Psychology (students) and Managing Technology.
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