RELATIONSHIP BETWEEN DIGITAL FATIGUE AND ACADEMIC STRESS: ROLE OF COUNSELING SERVICES Khairul Rijaluddin 1, Reni Chintya Putri Sirait 2, Salma Khairani 3, Siti Zulaikha 4 , Syahrani Putri 5 , Zaitina Saghiran 6 , Isnaria Rizki Hayati 7
Department of Guidance and Counseling, Universitas Riau, Pekanbaru, Indonesia
Abstract
The use of digital technology in learning requires students to interact with digital devices for extended periods, which may lead to digital fatigue and influence academic stress. This study aims to analyze the relationship between digital fatigue and academic stress among students at Universitas Riau.This study employed a quantitative approach with a survey method. The sample consisted of 162 students selected using an accidental sampling technique. Data were collected through a questionnaire distributed via Google Forms. The instrument testing included validity and reliability tests, while the prerequisite analysis used a normality test. Data analysis was conducted using the Product Moment correlation and simple linear regression. The results showed a significant relationship between digital fatigue and academic stress, with a correlation coefficient of 0.404 and a significance value of 0.000 (<0.05). The relationship is positive with a moderate category, indicating that higher levels of digital fatigue are associated with higher levels of academic stress. The regression analysis revealed that digital fatigue has an effect on academic stress, with an R Square value of 0.163 or 16.3%. The findings highlight the importance of managing digital technology use wisely and optimizing counseling services to help students manage digital fatigue and reduce academic stress.
Keywords: Digital Fatigue, Academic Stress, Students, Counseling Service
Topic: Student Wellbeing (Mental Health and Student Counselling
