Purpose This study examines how student well-being in digital higher education is shaped by the interaction between self-directed learning (SDL) resources and technological demands within the Study Demands–Resources (SD-R) framework. It explores how motivation, self-monitoring, and self-management interact with system complexity, technology overload, and cognitive switching to influence engagement, burnout, and satisfaction. Design/methodology/approach A cross-sectional survey of 531 university students engaged in online learning was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study emphasizes theoretical interpretation to highlight the dual motivational and health-impairment processes proposed by the SD-R framework. Findings SDL emerged as a key personal resource that consistently enhanced engagement and satisfaction. Technological demands—particularly cognitive switching, system complexity, and overload—significantly increased burnout, although their direct effect on satisfaction was limited. Engagement strongly predicted satisfaction, while burnout showed a weaker negative effect. Originality/value This study extends SD-R theory by positioning SDL as a core personal resource and conceptualizing technological demands as multifaceted stressors in digital learning environments. It offers insights into balancing learner autonomy and sustainable digital design to support student well-being in higher education.
Juniati et al. (Tue,) studied this question.
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