doi: 10.18178/ijiet.2026.16.2.2523
Digital Educational Intervention Responses to Academic Stress: Investigating the Impact of Social Media Addiction in Higher Education Learning Environments
Lisa Putriani
,
Afdal* ,
Yarmis Syukur ,
Daharnis ,
Ade Herdian Putra
- Department of Educational Guidance, Faculty of Education, Universitas Negeri Padang, Padang, Indonesia
- Manuscript receivedJuly 31, 2025
- revisedAugust 13, 2025
- acceptedSeptember 12, 2025
- publishedFebruary 12, 2026
Abstract
Academic stress is a critical issue in higher education, especially in digital learning contexts where constant connectivity blurs the boundaries between study and rest. This study examined the roles of peer attachment, healthy lifestyle, and social media addiction in predicting academic stress among 815 Indonesian university students. Using Partial Least Squares Structural Equation Modeling (PLS-SEM) and network analysis, the results showed that a healthy lifestyle significantly reduced academic stress, while social media addiction increased it and weakened the protective effects of both peer attachment and a healthy lifestyle. Theoretically, the study advances current models of academic stress by positioning social media addiction as not only a direct risk factor but also a moderator that undermines established protective mechanisms. Practically, the findings underscore the need for higher education institutions to implement digital wellness strategies, such as online counseling, self-regulation modules, and technology-based stress management tools. These interventions can help students balance academic demands with healthier digital engagement, thereby promoting sustainable mental well-being.
Keywords
- academic stress
- digital educational intervention
- student mental health
- higher education
- social media addiction
- blended learning
How to Cite
Lisa Putriani, Afdal, Yarmis Syukur, Daharnis, and Ade Herdian Putra, "Digital Educational Intervention Responses to Academic Stress: Investigating the Impact of Social Media Addiction in Higher Education Learning Environments," International Journal of Information and Education Technology, vol. 16, no. 2, pp. 514-526, 2026. https://doi.org/10.18178/ijiet.2026.16.2.2523
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).