The dark side of digital learning: investigating technostress, academic disengagement and self-perception of academic performance among university students

Chong, Weiline Wei Ling (2025) The dark side of digital learning: investigating technostress, academic disengagement and self-perception of academic performance among university students. Final Year Project, UTAR.

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Abstract

The COVID-19 pandemic has increased the use of digital technologies, making online and hybrid learning common among university students. While digital tools provide flexibility and easy access to learning, they also bring challenges. One key challenge is technostress, which is the stress caused by using technology. This study examines how compulsive technology use and information overload contribute to technostress and how technostress affects academic disengagement and student’s self-perception of academic performance. Using the Stressor-Strain-Outcome (SSO) framework and the Transactional Model of Stress and Coping, the study addresses four research questions which are whether compulsive technology use and information overload contribute to technostress, and whether technostress influences academic disengagement and self-perceived academic performance. Data will be collected from university students and analyzed using the SmartPLS software. The findings aim to provide insights to manage technostress and improve student engagement and performance in digital learning environments. Keywords: technostress, compulsive technology use, information overload, academic disengagement, self-perception of academic performance

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