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<p>The COVID-19 pandemic created major challenges to students’ mental health. Research that university students continue to experience mental health challenges due to the changes in higher education and the increased technology integration in the post-COVID-19 era. The objective of this study was to examine association between academic stress related to technology integration and students’ mental health problems (MHPs), with digital fatigue as a mediating variable and loneliness as a moderating variable. The study's research design was a cross-sectional survey. This study was guided by Job-Demands Resources (JD-R) Theory. The data were collected online from 388 university students through the post-COVID-19 University Students’ Well-being Scale (PC-USWS). Academic stress was significantly associated with mental health problems (<i>β</i> = .639, <i>SE</i> = .04, 95% CI [.566, .713], <i>t</i> = 17.12, <i>p</i> &lt; .001, <i>R</i><sup><i>2</i></sup> = .43). Digital fatigue partially explained the association between academic stress and mental health problems (<i>ab</i> = .18, <i>SE</i> = .04, 95% <i>CI</i> [.107, .261], <i>Z</i> = 4.64, <i>p</i> &lt; .001, <i>R</i><sup><i>2</i></sup> = .51). The interaction between academic stress and loneliness was also statistically significant (<i>β</i><sub><i>AS*Lo</i></sub> = .11, <i>SE</i> = .05, 95% <i>CI</i> [.008, .215], <i>Z</i> = 2.16, <i>p</i> = .03). The study suggests a more effective use of digital tools and greater socialization among students to improve their mental health. This study had several practical, policy, and research implications.</p>

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Interplay of academic stress, digital fatigue, and loneliness in predicting university students’ mental health in the post-COVID era

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月22日

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  • Amjad Islam Amjad,
  • Saira,
  • Saba Firdos,
  • Priyadarshini Muthukrishnan,
  • Mohamad Ahmad Saleem Khasawneh,
  • Thabet Bin Saeed Al-Kahlan

摘要

The COVID-19 pandemic created major challenges to students’ mental health. Research that university students continue to experience mental health challenges due to the changes in higher education and the increased technology integration in the post-COVID-19 era. The objective of this study was to examine association between academic stress related to technology integration and students’ mental health problems (MHPs), with digital fatigue as a mediating variable and loneliness as a moderating variable. The study's research design was a cross-sectional survey. This study was guided by Job-Demands Resources (JD-R) Theory. The data were collected online from 388 university students through the post-COVID-19 University Students’ Well-being Scale (PC-USWS). Academic stress was significantly associated with mental health problems (β = .639, SE = .04, 95% CI [.566, .713], t = 17.12, p < .001, R2 = .43). Digital fatigue partially explained the association between academic stress and mental health problems (ab = .18, SE = .04, 95% CI [.107, .261], Z = 4.64, p < .001, R2 = .51). The interaction between academic stress and loneliness was also statistically significant (βAS*Lo = .11, SE = .05, 95% CI [.008, .215], Z = 2.16, p = .03). The study suggests a more effective use of digital tools and greater socialization among students to improve their mental health. This study had several practical, policy, and research implications.