Digital Engagement and Loneliness in Higher Education: The Mediating Role of Emotional Exhaustion
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Abstract
Digital platforms, online communication and algorithmically mediated interaction are becoming more prominent in contemporary higher education. These technologies increase communication, learning and participation, but can also increase emotional exhaustion and loneliness for university students. The aim of this study was to explore the link between digital engagement, emotional exhaustion and loneliness among students at the University of Surrey. Grounded in digital sociology, the study analysed whether emotional exhaustion mediates the relationship between digital engagement and loneliness within a digitally intensive university environment. The study used a quantitative cross sectional survey design and data were collected from 500 students aged 18–30 years. The research instrument consisted of structured Likert scale items that were adapted from existing scales and prior research to assess digital engagement and emotional exhaustion and loneliness. Descriptive statistics, reliability analysis, Pearson correlation, multiple regression and mediation analysis were used to analyse the data. Results indicated that respondents' digital engagement was relatively high and their levels of emotional exhaustion and loneliness were moderate. Emotional exhaustion and loneliness were positively and significantly related to digital engagement. Emotional exhaustion also had a strong positive impact on feelings of loneliness. The results of mediation analysis also showed that the relationship between digital engagement and loneliness was partially mediated by emotional exhaustion, which indicates that digital engagement may have an indirect effect on loneliness through emotional exhaustion as well as a direct effect. The study makes a contribution to digital sociology and the study of higher education, as it demonstrates that digital connectivity is not always a sign of social connectedness. The results emphasize the importance of a digital well-being strategy in universities, which should include emotional exhaustion, online pressure, and the quality of social relationships.
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