BMC Psychol. 2025 Nov 4;13(1):1223. doi: 10.1186/s40359-025-03510-5.
ABSTRACT
BACKGROUND: In parallel with developing technologies, university students may experience digital burnout and postpone their academic tasks because of the need to be in digital environments. This study aimed to examine the relationship between digital burnout and academic procrastination and the mediating roles of life satisfaction and fatigue in this relationship. For this purpose, the direct relationships between the variables and the indirect effects of digital burnout on academic procrastination through the mediating variables were tested.
METHODS: A total of 277 sport sciences students participated in the study conducted with the relational survey model. The Personal Information Form, Digital Burnout Scale, Satisfaction with Life Scale, Calder Fatigue Scale, and Academic Procrastination Scale were used as data collection tools. Descriptive statistics, Pearson correlation, SEM and mediation analysis were used in the analysis of the data. Mediation analysis is a popular statistical procedure for testing hypotheses about the mechanisms by which a causal effect operates. Path analysis of the research model was conducted.
RESULTS: References numbered 53 in Question 7 and 107 and 126 in Question 10 were retrieved from the Turkish National Thesis Center, where the corresponding thesis titles can be located through the database search function. Additionally, Reference 116 is available as an open-access source provided by the University of Alabama. As no specific citation guidelines for theses were supplied, these references have been formatted in accordance with the available information. I look forward to your response and any suggestions you may have. Sincerely,The results revealed that digital burnout had a negative effect on life satisfaction, a positive effect on fatigue and academic procrastination, and that life satisfaction and fatigue had positive and significant effects on academic procrastination. It was concluded that digital burnout had a positive and significant effect on academic procrastination in the absence of other mediating variables and that life satisfaction and fatigue had a partial mediating effect on the effect of digital burnout on academic procrastination.
CONCLUSIONS: Negative and significant relationships were found between digital burnout and life satisfaction, as well as between life satisfaction and academic procrastination. In contrast, positive and significant relationships were observed between digital burnout and fatigue, and between digital burnout and academic procrastination. Furthermore, both digital burnout and fatigue were found to increase academic procrastination. The analyses indicated that life satisfaction and fatigue played a partial mediating role in the relationship between digital burnout and academic procrastination. Future research may investigate potential strategies to reduce the effects of digital burnout on academic procrastination (e.g., social activities, sports). Additionally, longitudinal data could be used in various disciplines to examine differences in mediation effects across demographic variables, and cultural differences could be explored in samples from diverse cultural contexts.
PMID:41188990 | DOI:10.1186/s40359-025-03510-5
