IMPACT OF TECHNOLOGY ADDICTION ON STUDENTS’ ACADEMIC STRESS AND PSYCHOLOGICAL WELL-BEING: MEDIATING ROLE ACADEMIC PROCRASTINATION

Abstract

The present study examined the relationship among technology addiction, academic procrastination, academic stress, and psychological well-being among university students. A correlational research design was used to investigate the associations among the study variables and to examine the mediating role of academic procrastination. The sample consisted of 389 students who completed measures assessing technology addiction, academic procrastination, academic stress, and psychological well-being. The findings indicated that technology addiction was positively associated with academic procrastination and academic stress, while it was negatively associated with psychological well-being. Academic procrastination was positively related to academic stress and negatively related to psychological well-being. Academic stress was also negatively associated with psychological well-being. Regression findings showed that technology addiction significantly predicted higher academic stress and lower psychological well-being. Furthermore, academic procrastination significantly mediated the relationship between technology addiction and academic stress, as well as the relationship between technology addiction and psychological well-being. The mediation findings indicated partial mediation, suggesting that technology addiction was associated with academic stress and reduced psychological well-being both directly and indirectly through academic procrastination. The findings highlight the interconnectedness of technology addiction, academic procrastination, academic stress, and psychological well-being among university students and suggest the importance of addressing problematic technology use and procrastination to promote students’ academic and psychological well-being.