Citation

Ramasamy, Jogtika (2026) Influence of technostress and time management skills on the engagement and academic performance among private university students. Masters thesis, Multimedia University.

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Abstract

The increasing integration of digital technologies in higher education has amplified both opportunities and challenges for students. While technology supports flexible and innovative learning, it also introduces technostress through information overload, system complexity, and blurred study–life boundaries. At the same time, effective time management remains essential for academic success, particularly in digital learning environments that require high levels of autonomy and self-regulation. This study examines the influence of technostress dimensions (techno-overload, technocomplexity, techno-invasion, techno-insecurity, and techno-uncertainty) and time management skills (self-regulated learning, socialisation activities, and prioritisation skills) on academic performance, with student engagement (cognitive, emotional, and behavioural) as a mediating factor, within the framework of the Study Demands– Resources (SD-R) theory. A quantitative research design was employed, and data were collected from 305 private university students in Klang Valley, Malaysia, using a structured questionnaire distributed via convenience sampling. Partial Least Squares Structural Equation Modelling (PLS-SEM) was applied to test the measurement and structural models. The results indicate that technostress dimensions were largely insignificant in predicting engagement, except for techno-complexity, which negatively affected behavioural engagement. In contrast, time management skills strongly and positively influenced all three dimensions of engagement. Furthermore, engagement was found to be a powerful predictor of academic performance, with behavioural engagement exerting the strongest effect, followed by cognitive and emotional engagement. These findings highlight that time management skills, rather than technostress, play a central role in sustaining engagement and improving academic outcomes in technology-rich learning environments. The study contributes to SD-R theory by validating student engagement as a key mediator between study demands/resources and academic performance, while offering practical insights for universities to strengthen students' time-management competencies. Future research should adopt longitudinal or mixed method designs to explore causal processes, extend the model to include additional mediators such as psychological well-being or selfefficacy, and compare results across public, rural, and international university contexts. Such efforts will deepen understanding of how students balance digital demands with personal resources to achieve sustainable academic success.

Item Type:	Thesis (Masters)
Additional Information:	Call No.: LB1028.3 .J64 2026
Uncontrolled Keywords:	Educational technology—Malaysia
Subjects:	L Education > LB Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice)
Divisions:	Faculty of Management (FOM)
Depositing User:	Ms Nurul Iqtiani Ahmad
Date Deposited:	16 Jul 2026 04:20
Last Modified:	16 Jul 2026 07:06
URII:	http://shdl.mmu.edu.my/id/eprint/16375

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