Digital tools enhance learning but can also cause technostress, which can impact focus and academic performance. Balancing technology use with effective time management and social engagement is key to student success. Students in Malaysia's Klang Valley reported increased feelings of loneliness, mental health issues, and technostress, particularly as a result of the shift to online learning. This study aims to propose a conceptual framework based on the Study Demand-Resources Theory, examining how time management skills and technostress dimensions influence academic performance through the mediating role of student engagement. A quantitative and cross-sectional survey will be conducted by distributing Likert scale surveys to private university students in the Klang Valley. The data will be analysed using Partial Least Squares Structural Equation Modeling, as it is suitable for handling complex models. A total of 300 respondents were targeted for this study, as this sample size is sufficient for structural equation modelling and ensures reliable and generalisable results. The questionnaire will be distributed online via email, WhatsApp, and academic and social media platforms to ensure a broad and efficient reach. The expected outcome is to provide insights into how students balance technostress and time management to improve academic performance, with student engagement as a key mediator.
Ramasamy et al. (Sun,) studied this question.