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Anggi Tri Lestari Purba
Medan Area University
Humanities Education Social Sciences

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Digital Workload and Psychological Well-Being in the Digital Workplace: The Protective Role of Perceived Organizational Support Anggi Tri Lestari Purba; Adelin Australiati Saragih; Findy Suri N
Psikostudia : Jurnal Psikologi Vol. 15 No. 4 (2026): Psikostudia : Jurnal Psikologi
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/5tpdkd80

Abstract

Digital transformation has intensified digital work demands and created new challenges for employee well-being. This study aimed to seek the effect of digital workload on psychological well-being and the moderating role of perceived organizational support. Grounded in the Job Demands–Resources theory and Organizational Support Theory, a quantitative cross-sectional design was used involving 412 employees from digitally intensive organizations. Data were collected using standardized self-report questionnaires and analyzed with Partial Least Squares Structural Equation Modeling (PLS-SEM). The results showed that digital workload negatively predicted psychological well-being, whereas perceived organizational support positively predicted psychological well-being and buffered the negative effect of digital workload. Employees with stronger organizational support maintained better psychological well-being despite high digital work demands. The model explained there was 48% of the variance in psychological well-being. These findings highlight digital workload as a critical digital job demand and emphasize organizational support as a protective resource for sustaining employee well-being in digital workplaces. Transformasi digital telah meningkatkan tuntutan kerja digital dan menimbulkan tantangan baru bagi kesejahteraan karyawan. Penelitian ini mengkaji pengaruh beban kerja digital terhadap kesejahteraan psikologis serta peran moderasi dari dukungan organisasi yang dirasakan. Berlandaskan pada Teori Tuntutan dan Sumber Daya Pekerjaan (Job Demands–Resources) serta Teori Dukungan Organisasi, penelitian ini menggunakan desain kuantitatif cross-sectional yang melibatkan 412 karyawan dari organisasi yang intensif secara digital. Data dikumpulkan menggunakan kuesioner self-report yang terstandarisasi dan dianalisis dengan Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil menunjukkan bahwa beban kerja digital secara negatif memprediksi kesejahteraan psikologis, sedangkan dukungan organisasi yang dirasakan secara positif memprediksi kesejahteraan psikologis dan meredam efek negatif dari beban kerja digital. Karyawan dengan dukungan organisasi yang lebih kuat mempertahankan kesejahteraan psikologis yang lebih baik meskipun menghadapi tuntutan kerja digital yang tinggi. Model ini menjelaskan 48% varians dalam kesejahteraan psikologis. Temuan ini menyoroti beban kerja digital sebagai tuntutan pekerjaan digital yang kritis dan menekankan dukungan organisasi sebagai sumber daya pelindung untuk mempertahankan kesejahteraan karyawan di tempat kerja digital.
Academic Self-Efficacy and Academic Burnout among University Students: The Mediating Role of Self-Regulated Learning and the Moderating Role of Grit Adelin Australiati Saragih; Findy Suri N; Anggi Tri Lestari Purba
Psikostudia : Jurnal Psikologi Vol. 15 No. 4 (2026): Psikostudia : Jurnal Psikologi
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/xcjnmj17

Abstract

Increasing academic demands, prolonged digital learning exposure, and pressure to maintain performance have placed university students at greater risk of academic burnout. However, the psychological mechanisms that may protect students from burnout remain insufficiently explained. This study examined the mediating role of self-regulated learning and the moderating role of grit in the relationship between academic self-efficacy and academic burnout. A quantitative cross-sectional design was employed involving 431 undergraduate students from public and private universities in Indonesia. Data were collected using standardized self-report instruments and analyzed using Partial Least Squares Structural Equation Modeling. The results showed that academic self-efficacy negatively predicted academic burnout (β = −.24, p < .001) and positively predicted self-regulated learning (β = .61, p < .001). Self-regulated learning negatively predicted academic burnout (β = −.39, p < .001) and significantly mediated the relationship between academic self-efficacy and academic burnout (β = −.24, p < .001). Grit also moderated the direct relationship between academic self-efficacy and academic burnout (β = −.13, p = .003), indicating that the protective effect of academic self-efficacy was stronger among students with higher grit. These findings highlight the importance of strengthening academic self-efficacy, self-regulated learning, and grit to reduce academic burnout among university students. Meningkatnya tuntutan akademik, pembelajaran digital yang berkepanjangan, dan tekanan untuk mempertahankan prestasi menempatkan mahasiswa pada risiko yang lebih tinggi mengalami burnout akademik. Namun, mekanisme psikologis yang dapat melindungi mahasiswa dari burnout akademik masih belum sepenuhnya dipahami. Penelitian ini bertujuan menguji peran mediasi self-regulated learning dan peran moderasi grit pada hubungan antara academic self-efficacy dan burnout akademik. Penelitian menggunakan desain kuantitatif dengan pendekatan cross-sectional yang melibatkan 431 mahasiswa sarjana dari perguruan tinggi negeri dan swasta di Indonesia. Data dikumpulkan menggunakan instrumen baku berbentuk laporan diri (self-report) dan dianalisis menggunakan Partial Least Squares Structural Equation Modeling (PLS-SEM). Hasil penelitian menunjukkan bahwa academic self-efficacy berpengaruh negatif terhadap burnout akademik (β = −0,24; p < 0,001) dan berpengaruh positif terhadap self-regulated learning (β = 0,61; p < 0,001). Self-regulated learning berpengaruh negatif terhadap burnout akademik (β = −0,39; p < 0,001) serta memediasi secara signifikan hubungan antara academic self-efficacy dan burnout akademik (β = −0,24; p < 0,001). Selain itu, grit memoderasi hubungan langsung antara academic self-efficacy dan burnout akademik (β = −0,13; p = 0,003), yang menunjukkan bahwa pengaruh protektif academic self-efficacy terhadap burnout akademik menjadi lebih kuat pada mahasiswa dengan tingkat grit yang tinggi. Temuan ini menegaskan pentingnya penguatan academic self-efficacy, self-regulated learning, dan grit sebagai strategi untuk mengurangi burnout akademik pada mahasiswa.
Co-Authors Adelin Australiati Saragih Findy Suri N