Mediating Role of Screen Fatigue to Digital Well-Being and Academic Performance Among University Professors Pursuing Graduate Programs
Year: 2026
Type: conference-paper
Study design: Observational Study
Abstract: This study examined the mediating role of screen fatigue in the relationship between digital well-being and academic performance among university professors pursuing graduate programs in hybrid learning environments. As faculty members balance teaching responsibilities with graduate studies, they face increased digital exposure that can affect both well-being and productivity. Using a descriptive-correlational research design with mediation analysis, data were gathered from 380 professors through standardized instruments: the Digital Well-Being Scale, Screen Fatigue Inventory, and Academic Performance Indicators. Statistical analyses, including Pearson correlation, and PROCESS Macro Model 4 by Andrew F. Hayes, were employed to determine relationships and mediation effects. Results revealed that digital well-being was positively associated with academic performance and negatively associated with screen fatigue. Screen fatigue was found to negatively influence academic performance. Mediation analysis confirmed that screen fatigue partially mediated the relationship between digital well-being and academic performance. Professors with higher digital well-being experienced less fatigue, leading to improved academic outcomes. These findings underscore the need for institutional interventions such as digital wellness programs, workload adjustments, and psychosocial support to enhance digital well-being and mitigate fatigue. Strengthening these areas can sustain faculty productivity and promote a healthy academic culture in hybrid graduate education.
Institutions: National University, NU Lipa
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
OpenAlex ID: W7202265653