Digital Stress, Academic Stress, and Emotion Regulation Difficulties as Predictors of Burnout among Generation Z College Students
DOI:
https://doi.org/10.5281/zenodo.23244927Keywords:
Digital Stress, Academic Stress, Emotion Regulation Difficulties, Burnout, Generation Z, College Students, Higher EducationAbstract
Burnout has become an increasingly significant concern among Generation Z college students, particularly in the context of rising academic demands, constant digital engagement, and challenges in emotional self- regulation. Although these factors have been linked to student well-being, their combined and relative influence on burnout remains underexamined. This study examined the predictive effects of digital stress, perceived academic stress, and emotion regulation difficulties on burnout among Generation Z college students. A quantitative cross-sectional design was employed. Data were collected from 418 undergraduate students using standardized self-report instruments administered through an online survey platform. Descriptive statistics and multiple linear regression analyses were conducted using Jamovi software. Findings revealed that students experienced moderate levels of digital stress, high levels of academic stress, moderate to high levels of emotion regulation difficulties, and high levels of burnout. The regression model was statistically significant, F (3, 414) = 187.00, p < .001, explaining 57.5% of the variance in burnout (R² = .575). Among the predictors, emotion regulation difficulties emerged as the strongest predictor (β = .617, p < .001), followed by perceived academic stress (β = .129, p = .001) and digital stress (β = .121, p = .003). The findings indicate that while academic and digital demands contribute to burnout, difficulties in emotion regulation exert the strongest influence on burnout severity among Generation Z college students. These results underscore the importance of strengthening emotional coping competencies, alongside addressing academic and digital stressors, to reduce burnout risk and inform student support interventions in higher education.
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