MODELING THE CAUSAL RELATIONSHIP BETWEEN PERCEIVED DIGITAL DISTRACTION RISKS AND DECISION-MAKING STRESS ON STUDENT VOLLEYBALL ACHIEVEMENT
DOI:
https://doi.org/10.61841/1xq8bw37Keywords:
Perceived risks of digital immersion, decision fatigue, academic achievement in volleyballAbstract
This research aims to identify the correlation between perceived digital distraction risks, decision-making stress, and volleyball performance among students. It also seeks to develop a model that clarifies and explains the direct and indirect causal relationship between these factors. The study employs a descriptive approach using survey methodology and correlational and causal studies. The research population was defined as third-year students in the Colleges of Physical Education and Sports Sciences at the Middle Euphrates State Universities for the academic year (2025-2026), totaling (1086) male and female students. The pilot sample consisted of (20) male and female students, the preparation sample consisted of (500) male and female students, and the main sample consisted of (200) male and female students. A scale of perceived digital immersion risks was prepared with (38) items and a decision stress scale with (39) items. The academic achievement score in volleyball for third-year students in the College of Physical Education and Sports Sciences - University of Babylon was obtained, which is considered the final score for the first semester of the team sports branch. A model of causal relationships was built for the domains of perceived digital immersion risks, which represent the independent variables in decision stress as a mediating variable and academic achievement in volleyball as a dependent variable. The research yielded several conclusions, including a genuine correlation between perceived risks of digital immersion, decision fatigue, and students' academic performance in volleyball. The research also found that the various aspects of digital immersion risk differ in their mechanisms of influence, not all operating through the same pathway. Furthermore, ethical and health risks directly increase decision fatigue due to cognitive and physical exhaustion. The research concluded with recommendations, including raising students' awareness of the risks of digital immersion and its effects on mental health and academic achievement, and guiding students towards purposeful digital use that serves the educational process and reduces unregulated immersion.
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