بررسی رابطه استفاده نادرست از شبکه‌های اجتماعی با فرسودگی تحصیلی با نقش واسطه‌ای تکنواسترس در دانشجویان

نرجس خاتون ذبیحی حصاری

Authors

Narjes Khatoon Zabihi Hesari Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran Author https://orcid.org/0000-0002-3323-3834

Keywords:

Problematic Social Media Use, Technostress, Academic Burnout, University Students, Structural Equation Modeling

Abstract

Objective: The present study aimed to investigate the relationship between problematic social media use and academic burnout with the mediating role of technostress among students of Payame Noor University of Mashhad.

Methodology: This applied study employed a descriptive-correlational design using structural equation modeling. The statistical population included all students of Payame Noor University of Mashhad during the 2024–2025 academic year, from whom 384 participants were selected using stratified random sampling method. Data collection instruments included the Bergen Social Media Addiction Scale, the Academic Burnout Questionnaire developed by Breso et al., and the Technostress Scale developed by Tarafdar et al. Data were analyzed using SPSS-27 and AMOS-26 software. Pearson correlation coefficients and structural equation modeling were used to examine relationships among variables.

Findings: The results indicated that problematic social media use had a significant positive relationship with technostress (r=0.61, p<0.01) and academic burnout (r=0.54, p<0.01). Technostress was also positively associated with academic burnout (r=0.67, p<0.01). Structural equation modeling revealed that problematic social media use had a direct effect on technostress (β=0.63, p<0.001) and academic burnout (β=0.29, p<0.001). In addition, technostress had a significant direct effect on academic burnout (β=0.52, p<0.001). The indirect effect of problematic social media use on academic burnout through technostress was also significant (β=0.33, p<0.001).

Conclusion: The findings demonstrated that problematic social media use could intensify students’ academic burnout through increased technostress. Therefore, improving digital literacy, teaching healthy social media management skills, and implementing technostress reduction programs may play an important role in reducing academic burnout.

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