Relationship between Academic Stress, Cyberloafing and Academic Achievement among Undergraduate Students
DOI:
https://doi.org/10.55737/trt/v-ii.364Keywords:
Academic Stress, Cyberloafing, Academic Achievement, Undergraduate StudentsAbstract
The aim of this study was to examine the relationship between academic stress, cyberloafing and academic performance of undergraduate students. The quantitative descriptive survey research design with correlational and comparative approaches were used, where structured questionnaires were used to collect data from 324 students (162 male and 162 female) of the University of Haripur. The study examined dimension of academic stress such as inadequate study facilities (ISF), teacher–pupil relationship (TPR), personal inadequacy (PI), interpersonal difficulties with teachers (IDT) and fear of failure (FOF) and dimension of cyberloafing was divided into sharing, shopping, real-time updates (RTU), accessing online content (AOC), and gaming. The results showed that students' academic stress experienced was moderate, and the most frequent stress dimension was fear of failure. The students' level of cyberloafing was moderate, with real-time updates being the most common cyberloafing behavior. The correlation analysis revealed that the academic stress and cyberloafing had high positive correlation. The results also demonstrated significant negative correlations between academic stress and academic achievement, and between cyberloafing and academic achievement. Inadequate study facilities showed the strongest negative relationship with CGPA among stress dimensions, while gaming demonstrated the strongest negative relationship among cyberloafing. For undergraduate students, there were no significant gender differences in academic stress, cyberloafing or academic achievement, as found by an independent samples t-test. The overall findings indicate that increased academic stress and increased cyberloafing negatively affect students’ academic performance and highlight the need for stress management and responsible technology use among university students.
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