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Journal : fundamental and applied management journal

Determination of Burnout Through Work Life Balance, Job Stress, and Digital Stress in Private University Lecturers Noviardi Ferzi; Albetris; Muhammad Akbar
Fundamental and Applied Management Journal Vol. 3 No. 2 (2025): Fundamental and Applied Management Journal
Publisher : Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/famj.v3i2.577

Abstract

The acceleration of digitalization in higher education has increased work demands on lecturers, particularly through technology-based administration, continuous information flow, and expectations of rapid responsiveness. This study examines the effects of work-life balance, job stress, and digital stress on burnout and their impact on job satisfaction among private university lecturers in the LLDIKTI X region. Grounded in the Job Demands-Resources model, this research adopts a quantitative approach using Structural Equation Modeling (PLS) based on survey data collected from lecturers. The results show that job stress and digital stress significantly increase burnout, while work-life balance is also associated with higher burnout in the context of blurred work–life boundaries. Job stress reduces job satisfaction, whereas digital stress exhibits a dual effect by increasing both burnout and job satisfaction, indicating its role as both a hindrance and challenge demand. Burnout is identified as a key mediating variable linking work pressures to job satisfaction. Substantively, higher burnout leads to lower job satisfaction, confirming its central role in the health impairment process. This study contributes to the literature by extending the Job Demands-Resources model through the inclusion of digital stress as a contemporary work demand and by highlighting the complexity of lecturer well-being in the digital academic environment. The findings provide important implications for university management in designing policies that balance digital demands, support lecturer well-being, and sustain academic performance.
Does Financial Literacy Matter? The Mediating Role of Financial Inclusion in Shaping Students’ Financial Management Behavior Sumantri; Albetris; Muhammad Akbar
Fundamental and Applied Management Journal Vol. 3 No. 2 (2025): Fundamental and Applied Management Journal
Publisher : Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/famj.v3i2.578

Abstract

This study aims to examine the effect of financial literacy on financial management behavior, with financial inclusion acting as a mediating variable among university students. Using a quantitative approach, data were collected through a structured questionnaire distributed to undergraduate students of the Management Department at the Graha Karya Muara Bulian University, covering cohorts from 2020 to 2025. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that financial literacy does not have a significant direct effect on financial management behavior. However, financial literacy has a positive and significant effect on financial inclusion, and financial inclusion, in turn, significantly influences financial management behavior. Furthermore, the mediation analysis reveals that financial inclusion fully mediates the relationship between financial literacy and financial management behavior. These findings suggest that financial knowledge alone is insufficient to shape sound financial behavior without adequate access to financial services. Therefore, improving financial inclusion is essential to enhance the effectiveness of financial literacy in promoting better financial management behavior, particularly among students.