Bravo-Adasme Natalia, Cataldo Alejandro, Acosta-Antognoni Hedy, Grandón Elizabeth, Bravo Nicolás, Valdés Margarita
Departamento de Sistemas de Información, Facultad de Ciencias Empresariales, Universidad del Bío-Bío, Concepción 4081112, Chile.
Escuela de Ingeniería Informática Empresarial, Facultad de Economía y Negocios, Universidad de Talca, Talca 3460000, Chile.
Int J Environ Res Public Health. 2025 Jul 29;22(8):1186. doi: 10.3390/ijerph22081186.
Digital hoarding (DH) is an emerging behavior with potential implications for psychological well-being and daily functioning. While traditionally associated with physical hoarding disorder, DH presents unique challenges in digital environments, particularly among university students increasingly immersed in technology. This study examines the relationship between DH and academic performance, proposing a theoretical model in which academic engagement and academic burnout act as mediating mechanisms. Drawing on the Job Demands-Resources Theory, we provide evidence that DH contributes to a health impairment process that negatively affects student outcomes. Our findings reveal DH as a novel predictor of academic burnout, highlighting its detrimental impact on academic performance. These results carry significant theoretical and practical implications, offering new insights into the role of technology-related anxiety disorders in educational settings. From a practical perspective, our study underscores the need for higher education institutions to implement targeted interventions focused on emotional regulation and learning strategies to mitigate the negative effects of DH. Despite limitations related to sample specificity and cross-sectional data, this research opens avenues for future longitudinal studies and interventions aimed at addressing DH in both academic and professional contexts. By linking digital behaviors to mental health and performance, this work aligns with public health interests in understanding technology's impact on youth well-being.
数字囤积（DH）是一种新兴行为，对心理健康和日常功能可能产生影响。虽然传统上与实物囤积障碍相关，但数字囤积在数字环境中带来了独特挑战，尤其是在越来越沉浸于技术的大学生中。本研究考察了数字囤积与学业成绩之间的关系，提出了一个理论模型，其中学业投入和学业倦怠作为中介机制。借鉴工作需求-资源理论，我们提供证据表明数字囤积促成了一个对学生成果产生负面影响的健康损害过程。我们的研究结果揭示数字囤积是学业倦怠的一个新预测因素，突出了其对学业成绩的有害影响。这些结果具有重要的理论和实践意义，为与技术相关的焦虑症在教育环境中的作用提供了新见解。从实践角度看，我们的研究强调高等教育机构需要实施针对性干预，重点关注情绪调节和学习策略，以减轻数字囤积的负面影响。尽管存在与样本特异性和横断面数据相关的局限性，但本研究为未来旨在解决学术和职业背景下数字囤积问题的纵向研究和干预开辟了道路。通过将数字行为与心理健康和表现联系起来，这项工作符合公共卫生领域理解技术对青少年幸福影响的兴趣。
