Digital Resilience, Digital Stress, and Social Support as Predictors of Academic Well-Being among University Students

Abstract

This study aimed to explore the relationship between academic well-being, digital resilience, digital stress, and social support among university students. Also, identify the students’ levels of these variables. As well as detecting differences due to gender, study level, academic specialization, and achievement level. A sample of 600 undergraduate students studying at Kafrelsheikh University, Egypt, participated in the study. Scales of digital resilience, digital stress, social support, and academic well-being were used to collect the required the data. The comparative-descriptive approach was used in this study. The study revealed a positive correlation between academic well-being, digital resilience, and social support, while a negative correlation was found with digital stress. The results also showed an average level in all the study variables, with no significant differences based on gender. Fourth-year students showed higher digital resilience and less digital stress compared to first-year students. High academic achievers had higher scores in digital resilience, social support, and academic well-being and lower scores in digital stress. Furthermore, the results indicated that digital resilience, digital stress, and social support significantly predict academic well-being. Some suggestions and educational recommendations were addressed, considering the results.