<![CDATA[The increasing adoption of digital technology has transformed human resourcemanagement practices in higher education, including the implementation ofDigital Attendance Systems to enhance administrative efficiency andinstitutional governance. However, limited research has examined how DigitalAttendance System Quality is related to lecturer performance throughpsychological mechanisms. This study investigates the relationship betweenDigital Attendance System Quality and Lecturer Performance, with Technostressand Work Engagement as mediating variables. A quantitative cross-sectionalsurvey was conducted among lecturers at the Faculty of Economics andBusiness, Universitas Pattimura, Indonesia. Using a total sampling approach, 136valid responses were analyzed using Partial Least Squares Structural EquationModeling (PLS-SEM). The results show that Digital Attendance System Qualityhas a positive and significant effect on Technostress, while Technostress has apositive and significant effect on Work Engagement. Work Engagement has apositive and significant effect on Lecturer Performance, whereas the direct effectof Digital Attendance System Quality on Lecturer Performance is not significant.Furthermore, the sequential indirect effect of Digital Attendance System Qualityon Lecturer Performance through Technostress and Work Engagement ispositive and significant (β = 0.172, p < 0.001). These findings suggest that therelationship between digital attendance system quality and lecturer performanceis explained more strongly through the sequential role of Technostress and WorkEngagement than through a direct relationship. The study contributes to theDigital Human Resource Management literature by highlighting the role ofpsychological mechanisms in explaining the relationship between digitalattendance system quality and lecturer performance during technology adoption.]]>
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