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Cited by 67Student Stress and CopingDigital literacy in educationStress and Burnout Research

Influence of Digital Competence on Perceived Stress, Burnout and Well-Being Among Students Studying Online During the COVID-19 Lockdown: A 4-Country Perspective

Open access
Kumpikaitė-Valiūnienė, Vilmantė, Aslan, Imran, Duobienė, Jurga, Glińska, Ewa, Anandkumar, Victor·2021·Psychology Research and Behavior Management
DOI 10.2147/prbm.s325092PMC PMC8476178
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Abstract

PURPOSE: This paper aims to reveal the influence of digital competence on perceived stress, burnout and well-being among students studying online during the COVID-19 lockdown in the spring of 2020 and to compare this influence on the basis of studies conducted in four countries. METHODS: An exploratory study was conducted in Poland, Lithuania, Turkey and India using a cross-sectional research design. A total of 1097 respondents took part in the survey. Well-being was measured by the World Health Organization (WHO) Well-being Index, stress was evaluated using a psychological stress measure (PSM-9) instrument, burnout was evaluated using the Copenhagen Burnout inventory, and digital competence was measured by the Digital Competency Profiler (DCP). RESULTS: The results revealed that social and informational dimensions of digital competencies had a positive influence on dealing with stress or burnout and improved well-being of students studying online during the COVID-19 lockdown. Moreover, the analysis on a country level highlighted that with regard to dealing with stress and burnout, the epistemological dimension of digital competence was the most important for Lithuanians and Indians, the informational dimension for Polish students and the social dimension for Turkish students. CONCLUSION: The findings support the importance of digital competence on perceived stress, burnout and well-being among students studying online during the COVID-19 lockdown and propose deeper research directions on this phenomenon.

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  • DBO symptoms are negatively associated with psychological well-being.

    “This pattern has been associated with heightened susceptibility to DBO symptoms, including mental fatigue and emo­ tional exhaustion, which are negatively associated with psychological well-being (Kumpikaitė-Valiūnienė et al., 2021; Sheng et al., 2023).”

    From Fear of missing out and psychological well-being: Examining the dual pathways of problematic social media use and digital burnout (2026) · cites this paper as Kumpikaitė-Valiūnienė et al., 2021

    The Results report a negative correlation between students’ burnout and subjective well-being during online learning (r = −0.500, p < 0.001). The Measures section includes tiredness among the burnout items, but the paper does not report a separate association for DBO symptoms or measure psychological well-being specifically rather than subjective well-being. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • PSMU is associated with heightened susceptibility to DBO symptoms, including mental fatigue and emotional exhaustion.

    “This pattern has been associated with heightened susceptibility to DBO symptoms, including mental fatigue and emo­ tional exhaustion, which are negatively associated with psychological well-being (Kumpikaitė-Valiūnienė et al., 2021; Sheng et al., 2023).”

    From Fear of missing out and psychological well-being: Examining the dual pathways of problematic social media use and digital burnout (2026) · cites this paper as Kumpikaitė-Valiūnienė et al., 2021

    The Results (page not available in our copy) report a negative correlation between student burnout and subjective well-being. The theoretical background identifies emotional exhaustion and tiredness as features of burnout. The paper does not establish that problematic social media use (PSMU) is associated with digital burnout (DBO) or heightened susceptibility to its symptoms; it studies digital competence among students learning online. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

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Research works printed but not linked: 14

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  9. [58]Bolívar A. O planejamento por competência na reforma de Bolonha da educação superior: uma análise crítica. In: Almeida M, Pereira EM, editors. Universidade Contemporânea: Políticas Do Processo De Bolonha. Campinas: Mercado das Letras; 2009: 101– 128.
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Authors
Kumpikaitė-Valiūnienė, V., Aslan, I., Duobienė, J., Glińska, E., & Anandkumar, V.
Affiliations
  • Kaunas University of Technology (LT)
  • Bialystok University of Technology (PL)
  • Pondicherry University (IN)
ORCID
Venue
Psychology Research and Behavior Management
Publisher
Informa UK Limited
Published
2021-09
Volume
Volume 14
Pages
1483-1498
ISSN
1179-1578 (ISSN-L)
DOI
10.2147/prbm.s325092
PMC
PMC8476178
OpenAlex
W3199665294
Cited by
67
References
63
Citations by year
2026: 10 · 2025: 18 · 2024: 17 · 2023: 12 · 2022: 10
FWCI
14.29
Type
journal article
Language
en
Open access
Licence
Locations
  • Psychology Research and Behavior Management (publishedVersion, cc-by-nc)
  • Europe PMC (PubMed Central) (publishedVersion, cc-by-nc)
  • PubMed Central (publishedVersion, cc-by-nc)
  • PubMed (publishedVersion)
  • KTUePubl (Repository of Kaunas University of Technology) (submittedVersion, other-oa)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • Dove Medical Press (Taylor and Francis Group) (submittedVersion, cc-by-nc)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
  • Physical Sciences › Computer Science › Information Systems › Digital literacy in education
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
Keywords
digital skills, perceived stress, burnout, well-being, online learning, COVID-19 lockdown, university students, cross-national comparison

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