Do Academic Stress, Burnout and Problematic Internet Use Affect Perceived Learning? Evidence from India during the COVID-19 Pandemic

Savitha Basri, Iqbal Thonse Hawaldar, Raveendranath Nayak and Habeeb Ur Rahiman
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Savitha Basri: Manipal Institute of Management, Manipal Academy of Higher Education, Manipal 576104, India
Iqbal Thonse Hawaldar: Department of Accounting & Finance, College of Business Administration, Kingdom University, Riffa 40434, Bahrain
Raveendranath Nayak: Manipal Institute of Management, Manipal Academy of Higher Education, Manipal 576104, India
Habeeb Ur Rahiman: Department of Finance & Banking, College of Business Administration, Kingdom University, Riffa 40434, Bahrain

Sustainability, 2022, vol. 14, issue 3, 1-18

Abstract: Distress in online classrooms and problematic internet use are two issues that have caused student burnout and affect perceived learning during the COVID-19 pandemic. Given the high pressure placed on students throughout COVID-19, it is critical to understand the influence of problematic internet use (PIU), psychological stress, academic burnout, and resilience on perceived learning (PL). A cross-sectional analytical study was chosen to collect data from 350 learners pursuing undergraduate and postgraduate business/management degrees in Karnataka, India. The data were analyzed using SPSS (Statistical Package for Social Science) and Smart PLS 3. The present study reports a non-significant negative total effect of stress on PL, while there was a significant positive direct effect but a significant indirect negative effect of multiple mediators, namely PIU, burnout, and resilience. In the relationship between stress and PL, burnout has full competitive mediation, and the suppressive effect of burnout and resilience wipes out the beneficial benefit of stress on PL, resulting in reduced PL. As a societal problem, a change in educational policy and prevention strategies for students and organizations (reducing the number of courses, number of exams, and handling parental expectations) would be effective. Emotional intelligence to improve resilience, which assists students in sailing through a current challenging situation and using IT for reducing negative and unexpected emotional outbursts should be encouraged.

Keywords: academic burnout; problematic internet use; stress; emergency remote teaching and learning; COVID-19; resilience (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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