Digital Zeigarnik Stress: Exploring the relationship between Digital Clutter, Attention Residue, and Perceived Academic Stress among College Students

Abstract

The increasing use of digital technologies has become an integral part of students’ academic lives while also introducing new cognitive challenges. Digital clutter, characterized by multiple open browser tabs, unread notifications, and unfinished digital tasks, may ultimately interfere with attention and subsequently contribute to academic stress. Grounded in the Zeigarnik Effect, Attention Residue Theory, and the Transactional Model of Stress and Coping, this study examined the relationship between digital clutter, attention residue, and perceived academic stress among college students while also investigating the mediating role of attention residue. A quantitative, cross-sectional, correlational research design was employed. A sample of 161 college students aged 18–27 years was selected through convenience sampling. Data were collected using a researcher-adapted Digital Clutter Questionnaire, a four-item attention residue questionnaire based on Leroy's (2009) conceptualization, and the Perceived Stress Scale-10 (PSS-10). Pearson's product-moment correlation and mediation analysis using Hayes' PROCESS Macro (Model 4) were employed to test the hypotheses. The findings revealed significant positive relationships among digital clutter, attention residue, and perceived academic stress. Furthermore, attention residue significantly mediated the relationship between digital clutter and perceived academic stress, indicating that digital clutter contributes to academic stress primarily by increasing attention residue. The study highlights the importance of promoting healthier digital habits, effective digital task management, and strategies to reduce attention residue in order to support students' psychological well-being.