Effect of digital overload on productivity and academic stress in university students

Abstract

Digital overload has become a significant issue in the university environment, impacting both productivity and students' mental health. This study investigates how intensive use of digital devices increases academic stress and decreases productivity. Using a quantitative, cross-sectional, and correlational design, data were collected from 150 university students via self-administered questionnaires measuring academic stress, productivity, and screen time. Results showed a positive correlation between greater digital usage and academic stress (r = 0.56, p < 0.01), and a negative correlation with productivity (r = -0.48, p < 0.01). Regression analyses confirmed digital overload as a predictor of stress and reduced productivity. Despite the study's cross-sectional limitations, the findings highlight the need for institutional strategies to regulate technology use, promote healthy habits, and train students in time management and digital self-care to mitigate the negative effects on productivity and well-being.