Balancing health, technology, and academic life: coping and belonging in graduate student well-being
DOI:
https://doi.org/10.47197/retos.v71.117269Keywords:
Psychological well-being, brainrot, virtual learning stress, coping strategies, sense of belongingAbstract
Introduction: Psychological well-being has increasingly become a concern among postgraduate students, especially in the context of digital consumption, online learning, and academic pressure. The shift to virtual modalities has introduced challenges such as mental fatigue, screen overuse, and reduced physical activity.
Objective: This study aimed to examine how health, technological, and social factors collectively influence psychological well-being among postgraduate students, while also exploring the mediating role of coping strategies and the moderating role of sense of belonging.
Methodology: A quantitative, explanatory research design was used, involving 350 postgraduate students from ten Muhammadiyah universities across Java, Indonesia. Data were collected using a structured questionnaire measuring seven variables. Validated instruments with 5-point Likert scales were applied, and data were analyzed through Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess both measurement and structural models.
Results: The findings showed that brainrot and virtual learning stress had significant negative effects on psychological well-being, whereas social connectedness and physical activity level had significant positive effects. Coping strategies mediated several relationships, particularly those involving virtual learning stress and brainrot. Sense of belonging moderated the relationship between social connectedness and psychological well-being.
Discussion: These results align with previous literature highlighting the mental health challenges associated with technological exposure and academic life. However, this study uniquely integrates behavioral and social dimensions in understanding student resilience.
Conclusions: Efforts to enhance coping mechanisms and strengthen students’ sense of belonging in the university environment are essential to improve psychological well-being among postgraduate students.
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