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The Digital Stress Triad Independent Effects of Technostress, Misinformation, and Information Overload on University Student Well-Being
Abstract
The pervasive integration of digital technologies in higher education has introduced significant psychological challenges for students. This study proposes the digital stress triad model, conceptualizing technostress, misinformation exposure, and information overload as key stressors affecting student well-being. Using structural equation modeling (SEM) on data from 407 students, results show strong independent effects: Technostress reduces mental well-being (β = -0.50, p = .001), while misinformation exposure (β = 0.61, p = .001) and information overload (β = 0.56, p = .001) increase psychological strain. Psychological strain shows a marginal negative effect on well-being (β = -0.29, p = .096). No significant interaction or moderation effects were found, supporting an additive model of digital stress. The findings provide an empirical foundation for the model and inform practical interventions, such as digital wellness tools and misinformation resilience strategies, to improve student well-being in digital learning environments.
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