The Mediating Role of Academic Resilience Between Digital Overload and School Burnout among High School Students in Kuwait
The Mediating Role of Academic Resilience Between Digital Overload and School Burnout among High School Students in Kuwait

Summary/Abstract: Background/purpose. The digitalization of education has raised concerns about the psychological impact of digital overload on students. This study aimed to investigate the mediating role of academic resilience in the relationship between digital overload and school burnout among high school students in Kuwait. Materials/methods. The study employed a cross-sectional quantitative design using Structural Equation Modeling (SEM) to test the hypothesized mediation model. The sample consisted of 404 high school students selected from public schools in Kuwait. Standardized self-report instruments were used: the Digital Overload Scale, the Academic Resilience Scale, and the School Burnout Inventory. Data analysis was conducted using LISREL 8.80. The SEM model showed an acceptable fit to the data (χ²/df = 2.64, RMSEA = 0.065, CFI = 0.94, GFI = 0.91), supporting the validity of the proposed mediation structure. Results. The findings revealed a significant positive association between digital overload and school burnout. Academic resilience was found to partially mediate this relationship, with both the direct effect (β = 0.39, p < .001) and the indirect effect through academic resilience (β = 0.35, p < .001) being statistically significant. This partial mediation suggests that while digital overload directly contributes to school burnout, enhancing academic resilience can reduce its negative impact. Conclusion. The study highlights the importance of cultivating academic resilience as a protective factor in digital learning environments. These findings have practical implications for developing resilience-enhancing interventions and promoting digital wellness in schools.

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