Short-Video Addiction, Academic Burnout, and Sleep Quality: Testing a Serial Mediation Model with Emotion Regulation as a Protective Factor
Kata Kunci:
short-video addiction; academic burnout; sleep quality; emotion regulation; serial mediationAbstrak
Short-video platforms now occupy a large share of student leisure time, yet the psychological route linking compulsive viewing to impaired sleep remains poorly specified. This study tested a serial mediation model in which short-video addiction predicts sleep quality through emotion regulation and then academic burnout, treating emotion regulation as a protective resource. A cross-sectional survey collected complete responses from 375 undergraduate students aged seventeen to twenty-five, who reported on twenty-eight Likert items alongside behavioural sleep indicators. Confirmatory factor analysis established the four-factor measurement structure, and the serial mediation model was estimated with 10,000 bootstrap resamples. Short-video addiction predicted poorer sleep quality directly (β = −0.228) and through three indirect routes that were all significant. Academic burnout carried the largest specific indirect effect (β = −0.132), the emotion regulation route carried β = −0.053, and the serial route running through regulation and then burnout carried β = −0.045. Indirect transmission accounted for 50.3 per cent of the total effect of −0.458, and the model explained 39.6 per cent of the variance in sleep quality. Emotion regulation operated as a mediator rather than as a buffer, since its interaction with short-video addiction was not significant. Interventions should therefore target regulatory capacity and academic workload rather than screen time alone.
Referensi
[1] Aldao, A., Nolen-Hoeksema, S., & Schweizer, S. (2010). Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical Psychology Review, 30(2), 217–237.
[2] Andriana, A. R., & Khalid, I. (2026). Integrating digital ethics and etiquette into digital literacy: A hybrid learning framework for elementary schools in Indonesia. Tunjuk Ajar: Journal of Education and Culture, 2(1), 60–75. https://doi.org/10.64929/ta.v2i1.48
[3] Ardiansyah, A., Irhamuddin, I., & Nasution, M. O. T. (2026). Gamified literacy applications and reading proficiency among struggling primary learners in Indonesia: A cluster randomized controlled trial. Educational Technology in Developing Countries, 1(1), 23–42. https://doi.org/10.64929/etdc.v1i1.63
[4] Ariyani, R., Nasril, N., Al Munip, A., Zh, M. H. R., Maspan, M., Darni, D., & At Thaariq, Z. Z. (2026). Digital leadership in Islamic schools: The mediating role of teacher professionalism in enhancing student digital literacy through ICT resource management. Edudeena: Journal of Islamic Religious Education, 10(1), 17–33. https://doi.org/10.30762/edudeena.v10i1.8275
[5] Armstead, E. A., Votta, C. M., & Deldin, P. J. (2019). Examining rumination and sleep: A transdiagnostic approach to depression and social anxiety. Neurology, Psychiatry and Brain Research, 32, 99–103. https://doi.org/10.1016/j.npbr.2019.05.003
[6] Brand, M., Wegmann, E., Stark, R., Müller, A., Wölfling, K., Robbins, T. W., & Potenza, M. N. (2019). The Interaction of Person-Affect-Cognition-Execution (I-PACE) model for addictive behaviors. Neuroscience & Biobehavioral Reviews, 104, 1–10.
[7] Buysse, D. J., Reynolds, C. F., Monk, T. H., Berman, S. R., & Kupfer, D. J. (1989). The Pittsburgh Sleep Quality Index: A new instrument for psychiatric practice and research. Psychiatry Research, 28(2), 193–213.
[8] Cain, N., & Gradisar, M. (2010). Electronic media use and sleep in school-aged children and adolescents: A review. Sleep Medicine, 11(8), 735–742.
[9] Che Noh, M. A., Basri, M., & Panaemalae, A. (2026). Ethical leadership: Reframing moral complexity and power through a philosophical anthropological perspective in organizational practice. Leadership in Muslim Societies, 1(1), 19–34. https://ejournal.tuah.or.id/index.php/LMS/article/view/57
[10] Chen, J. K., & Wu, W. C. (2021). Reciprocal relationships between sleep problems and problematic smartphone use in Taiwan: Cross-lagged panel study. International Journal of Environmental Research and Public Health, 18(14), 7438. https://doi.org/10.3390/ijerph18147438
[11] Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
[12] Demirci, K., Akgönül, M., & Akpinar, A. (2015). Relationship of smartphone use severity with sleep quality, depression, and anxiety in university students. Journal of Behavioral Addictions, 4(2), 85–92. https://doi.org/10.1556/2006.4.2015.010
[13] Dryman, M. T., & Heimberg, R. G. (2018). Emotion regulation in social anxiety and depression: A systematic review of expressive suppression and cognitive reappraisal. Clinical Psychology Review, 65, 17–42. https://doi.org/10.1016/j.cpr.2018.07.004
[14] Edú-Valsania, S., Laguía, A., & Moriano, J. A. (2022). Burnout: A review of theory and measurement. International Journal of Environmental Research and Public Health, 19(3), 1780. https://doi.org/10.3390/ijerph19031780
[15] Exelmans, L., & Van den Bulck, J. (2016). Bedtime mobile phone use and sleep in adults. Social Science & Medicine, 148, 93–101.
[16] Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
[17] Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry, 26(1), 1–26.
[18] Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362.
[19] Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (3rd ed.). Guilford Press.
[20] Hayes, A. F., & Coutts, J. J. (2020). Use omega rather than Cronbach's alpha for estimating reliability. But… Communication Methods and Measures, 14(1), 1–24.
[21] Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the Academy of Marketing Science, 43(1), 115–135.
[22] Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist, 44(3), 513–524.
[23] Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.
[24] Idham, I., Rokimin, R., Akhirudin, M. T., Zh, M. H. R., & At Thaariq, Z. Z. (2026). The application of deep learning in enhancing the effectiveness of Islamic religious education curriculum in madrasahs. Management of Education: Jurnal Manajemen Pendidikan Islam, 12(1), 34–48. https://doi.org/10.18592/moe.v12i1.20058
[25] Kardefelt-Winther, D. (2014). A conceptual and methodological critique of internet addiction research: Towards a model of compensatory internet use. Computers in Human Behavior, 31, 351–354.
[26] Kline, R. B. (2023). Principles and practice of structural equation modeling (5th ed.). Guilford Press.
[27] Kock, N. (2015). Common method bias in PLS-SEM: A full collinearity assessment approach. International Journal of e-Collaboration, 11(4), 1–10. https://doi.org/10.4018/ijec.2015100101
[28] Krizan, Z., Boehm, N. A., & Strauel, C. B. (2024). How emotions impact sleep: A quantitative review of experiments. Sleep Medicine Reviews, 74, 101890. https://doi.org/10.1016/j.smrv.2023.101890
[29] Kroese, F. M., De Ridder, D. T. D., Evers, C., & Adriaanse, M. A. (2014). Bedtime procrastination: Introducing a new area of procrastination. Frontiers in Psychology, 5, 611.
[30] Kuss, D. J., & Griffiths, M. D. (2017). Social networking sites and addiction: Ten lessons learned. International Journal of Environmental Research and Public Health, 14(3), 311.
[31] Leow, M. Q. H., Chiang, J., Chua, T. J. X., Wang, S., & Tan, N. C. (2023). The relationship between smartphone addiction and sleep among medical students: A systematic review and meta-analysis. PLOS ONE, 18(9), e0290724. https://doi.org/10.1371/journal.pone.0290724
[32] Li, G., Geng, Y., & Wu, T. (2024). Effects of short-form video app addiction on academic anxiety and academic engagement: The mediating role of mindfulness. Frontiers in Psychology, 15, 1428813. https://doi.org/10.3389/fpsyg.2024.1428813
[33] Lin, S.-H., & Huang, Y.-C. (2014). Life stress and academic burnout. Active Learning in Higher Education, 15(1), 77–90. https://doi.org/10.1177/1469787413514651
[34] Listyasari, W. D., Kayen, H. S., & Haq, M. A. (2026). Charismatic kiai authority and professional learning communities in Indonesian pesantren. Leadership in Muslim Societies, 1(1), 55–74. https://ejournal.tuah.or.id/index.php/LMS/article/view/59
[35] Liu, Q., & Li, J. (2024). A one-year longitudinal study on the mediating role of problematic TikTok use and gender differences in the association between academic stress and academic procrastination. Humanities and Social Sciences Communications, 11(1). https://doi.org/10.1057/s41599-024-03654-6
[36] Manaf, S., Darojat, M. H., Zh, M. H. R., At Thaariq, Z. Z., Syam, A. R., & Jamil, H. A. (2025). Strategic integration of general and religious education in Indonesian pesantren: Building holistic character for national resilience. Edcomtech: Jurnal Kajian Teknologi Pendidikan, 10(2), 133–146. https://doi.org/10.17977/um039v10i22025p133-146
[37] Mao, P., Cai, Z., Chen, B., & Sun, X. (2024). The association between problematic internet use and burnout: A three-level meta-analysis. Journal of Affective Disorders, 352, 321–332. https://doi.org/10.1016/j.jad.2024.01.240
[38] Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
[39] McRae, K., & Gross, J. J. (2020). Emotion regulation. Emotion, 20(1), 1–9.
[40] Muttaqin, M. Z., Alrumayh, S. H., & Barkah, S. A. M. (2026). Utilization of social media in Living Qur’an learning: An analysis of Generation Z students. Tunjuk Ajar: Journal of Education and Culture, 2(1), 1–27. https://doi.org/10.64929/ta.v1i2.34
[41] Novita, M., Zh, M. H. R., Abd Aziz, M. K. N., Purwandari, E., Hidayat, R., & Rokimin, R. (2026). Entrepreneurial leadership and technology adoption: The roles of Islamic work ethic and theological trust. Journal of Educational Technology and Learning Creativity, 4(1), 78–92. https://doi.org/10.37251/jetlc.v4i1.2942
[42] Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879–903.
[43] Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40(3), 879–891.
[44] Schaufeli, W. B., Martínez, I. M., Pinto, A. M., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33(5), 464–481.
[45] Tandon, A., Kaur, P., Dhir, A., & Mäntymäki, M. (2020). Sleepless due to social media? Investigating problematic sleep due to social media and social media sleep hygiene. Computers in Human Behavior, 113, 106487.
[46] Yang, X., Hu, H., Zhao, C., Xu, H., Tu, X., & Zhang, G. (2021). A longitudinal study of changes in smart phone addiction and depressive symptoms and potential risk factors among Chinese college students. BMC Psychiatry, 21(1), 252. https://doi.org/10.1186/s12888-021-03265-4
[47] Yang, Y., Adnan, H. M., & Sarmiti, N. Z. (2023). The relationship between anxiety and TikTok addiction among university students in China: Mediated by escapism and use intensity. International Journal of Media and Information Literacy, 8(2), 458–464.
[48] Ye, J. H., Zheng, J., Nong, W., & Yang, X. (2025). Potential effect of short video usage intensity on short video addiction, perceived mood enhancement, and attention control among Chinese adolescents. International Journal of Mental Health Promotion, 27(3), 271–286. https://doi.org/10.32604/ijmhp.2025.059929
[49] Zh, M. H. R., Sari, C. M., At Thaariq, Z. Z., Sumalee, I., & Kamilah, A. N. (2026). Enhancing conceptual understanding in Islamic education through a hypercontent digital flipbook in blended learning: Evidence from Indonesian madrasah. Educational Technology in Developing Countries, 1(1), 1–22. https://doi.org/10.64929/etdc.v1i1.60
[50] Zhao, H., Lu, C., & Yi, C. (2023). Physical activity and sleep quality association in different populations: A meta-analysis. International Journal of Environmental Research and Public Health, 20(3), 1864.
[51] Zhao, X., Lynch, J. G., & Chen, Q. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37(2), 197–206.
[52] Zhao, Z., & Kou, Y. (2024). Effect of short video addiction on the sleep quality of college students: Chain intermediary effects of physical activity and procrastination behavior. Frontiers in Psychology, 14, 1287735. https://doi.org/10.3389/fpsyg.2023.1287735
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2025 Massuhartono, Irhamuddin, Ananda Hana Yuri
Artikel ini berlisensi Creative Commons Attribution 4.0 International License.
Open Access
International Journal of Learning and Education (IJLE) is an open access journal which means that all content is freely available without charge to users or their institutions. Users do not have to register to access the journal’s content. IJLE provides immediate open access to its content, without any embargo period. Users are allowed to read, download, copy, distribute, print, search, reuse or link to full text articles without asking prior permission from the publisher or the author as long as proper citation of the original publication is given. This is in accordance with the Budapest Open Access Initiative definition of open access.
Copyright and Licensing
The IJLE content is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). Authors retain unrestricted copyright and publishing rights of their articles. Authors grant the Publisher NAJAHA a license to publish the article and identify itself as the original publisher. Authors also grant any third party the right to use or reuse the article freely as long as its original authors and citation details are identified.
Self-Archiving
IJLE allows and encourages authors to self-archive their articles on institutional or other specialized repositories, their personal websites and social-networking sites such as ResearchGate and Academia.edu. Authors are advised to use the final PDF version published on the Journal’s website for self-archiving purposes. However, it’s not an obligation and authors are free to use the version they prefere; pre-print, post-print or publisher’s PDF version.
There is no embargo on the self-archiving of articles. Authors are allowed deposition of articles on repositories, personal websites and social-networking sites immediately after publication on the journal website. Accepted manuscripts can be also self-archived by authors.
