The Influence of Gadget Use on Academic Stress Levels in High School Adolescents

Abstract

This research aims to examine the influence of gadget use on the academic stress levels of high school students in Jakarta. With the widespread use of smartphones and other digital devices among teenagers, concerns have arisen regarding their impact on mental health and academic performance. This study employed a quantitative method using a Likert-scale questionnaire distributed to 100 students aged 16–19 years. The variables measured included duration and frequency of gadget use, and indicators of academic stress such as emotional symptoms, behavioral patterns, and cognitive responses. Descriptive analysis and simple linear regression were used to interpret the data. The findings reveal that although students frequently use gadgets—primarily for social media and academic purposes—there is no statistically significant relationship between gadget use and academic stress levels (t = -0.329, p = 0.743). The regression coefficient was negative but negligible, indicating that increased gadget use slightly reduces stress, though the effect is minimal and not meaningful. The coefficient of determination (R² = 0.001) confirms that only 0.1% of academic stress variation is explained by gadget use. These results suggest that other factors, such as academic workload, personal expectations, and social environment, play a more dominant role in influencing stress among high school students. The study concludes that while gadgets are heavily used, they do not significantly contribute to academic stress, highlighting the importance of a holistic approach to adolescent mental well-being