Drawing on conservation of resource theory, this study proposes the relationship between university students' perceived techno-overload, burnout, and academic performance, while also hypothesizing the mitigating influence of peer support and ICT personnel support on the aforementioned relationships. Through multiple moderated regression analyses and conditional process analysis, our hypotheses were tested on a sample of 261 university students. Results indicate that techno-overload has a positive effect on students’ burnout which negatively affects their academic performance. Based on three-way moderated mediation analysis, the direct effect of techno-overload on burnout and indirect effect on academic performance are strongest in low peer and ICT personnel support conditions while the negative effect of techno-overload on students’ academic performance is weakened in the presence of high support (both peer and ICT personnel). This study highlights the importance of multiple sources of support for students’ academic performance considering the unavoidable nature of techno-overload that the majority of students are facing with the advent of the COVID pandemic.
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Hameed et al. (2022) studied this question.