Academic Stress, Digital Distraction, and Academic Procrastination in Generation Z Nursing Students: A Longitudinal Study of the Protective Role of Resilience

Dian Hadinata, Muhammad Chaidar, Riza Arisanti Latifah, Rana Salsabila

Abstract


Introduction: Generation Z nursing students face substantial academic demands alongside continuous smartphone engagement, which may be associated with digital distraction and academic procrastination. Although associations between academic stress and procrastination have been reported, the longitudinal role of problematic smartphone use as an indicator of digital distraction and the buffering role of resilience remain underexplored.

Objective: This study examined longitudinal associations among academic stress, digital distraction operationalized through problematic smartphone use, and academic procrastination in Generation Z nursing students and explored resilience as a protective factor.

Methods: A three-wave longitudinal survey was conducted among undergraduate nursing students in West Java, Indonesia. Measures included PSS-10, Smartphone Application-Based Addiction Scale (SABAS), PASS, and CD-RISC-10 at baseline, 4 weeks, and 8 weeks. Of 368 participants, 342 completed all waves (retention 92.9%; mean age 20.34 ± 1.71 years; 79.5% female). Data were analyzed using structural equation modeling with cross-lagged panel and moderation analysis.

Results: At baseline, academic stress was positively associated with digital distraction (r = .41, p < .001) and procrastination (r = .46, p < .001), while digital distraction was associated with procrastination (r = .49, p < .001). Resilience was negatively associated with stress (r = −.38, p < .001) and procrastination (r = −.34, p < .001). Model fit was acceptable (CFI = .93–.94, TLI = .92–.93, RMSEA = .047–.049, SRMR = .041–.043). Higher academic stress was associated with subsequent digital distraction (β = .32, p < .001) and procrastination (β = .21, p = .004). Indirect associations were significant (β = .12, 95% CI [.07, .18]). Resilience was associated with lower procrastination (β = −.24, p < .001) and moderated the stress–procrastination association (β = −.18, p = .002).

Conclusion: Academic stress was longitudinally associated with academic procrastination, directly and through digital distraction operationalized as problematic smartphone use. Higher resilience was associated with lower procrastination and a weaker stress–procrastination association


Keywords


academic stress1; digital distraction2; academic procrastination3; resilience4; Generation Z5; nursing students6; longitudinal study7

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DOI: https://doi.org/10.17509/jpki.v12i1.97900

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