Digital students go to campus: did stress and anxiety affect the intention for organization?

Haryasena Panduwiyasa, Ferdian Surya Wibowo


The study delves into the behavioral shifts observed in "digital students" transitioning from distance to onsite learning during the Generation Z era, influenced significantly by the disruptive effects of the COVID-19 pandemic. Technological advancements have reshaped students' perspectives, rendering educational and organizational engagements more accessible via platforms like video conferencing. However, the return to onsite learning has prompted a notable culture shock, leading to heightened levels of stress and anxiety among digital students. This research aims to examine the psychological ramifications of stress and anxiety on post-pandemic student attitudes toward extracurricular organizational intention. Employing the depression anxiety stress scale (DASS-42) and conducting multiple linear regression analysis on a sample of 420 respondents, the study reveals a significant negative impact of stress level (-35.6%) on students' intentions to engage in organizational activities. Additionally, anxiety levels contribute to a variation of -6.8%. These findings underscore the intricate relationship between psychological factors and student participation, underscoring the imperative to address stress and anxiety to foster robust involvement in campus organizational endeavors.


Anxiety level; DASS-42; Digital students; Organizational intention; Stress level

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Journal of Education and Learning (EduLearn)
ISSN: 2089-9823, e-ISSN 2302-9277
Published by Intelektual Pustaka Media Utama (IPMU) in collaboration with the Institute of Advanced Engineering and Science (IAES).

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