Hubungan Doomscrolling dengan Motivasi Belajar pada Remaja SMA di Wilayah Pertanian

Abstract

Introduction: Doomscrolling, the repetitive consumption of negative information through social media, has become increasingly common among adolescents. This behavior may cause psychological distress and reduced concentration, which can negatively affect learning motivation. Method: This study employed an analytic correlational design with a cross-sectional approach. A total of 234 students were selected using proportionate stratified random sampling. Doomscrolling was measured using the Doomscrolling Questionnaire (DQ-12), consisting of 12 items, while learning motivation was assessed using the Academic Motivation Scale (AMS), consisting of 30 items. Result: The findings showed that most respondents had minimal doomscrolling (59.8%) and a moderate level of learning motivation (65.8%). The Kendall's Tau-c correlation test showed a p-value of 0.000 with a correlation coefficient (r) of -0.192. Analysis: Doomscrolling was associated with lower learning motivation because repeated exposure to negative information may increase psychological distress, mental fatigue, and difficulty concentrating. These conditions can divert students' cognitive resources from academic activities to continuous monitoring of negative online content, thereby reducing their engagement and motivation to learn. However, the very weak correlation indicates that learning motivation is influenced not only by doomscrolling but also by other individual, family, school, and psychological factors. Discussion: The findings highlight the importance of collaboration among families, schools, and healthcare professionals, particularly nurses, in promoting healthy digital behavior among adolescents. Strengthening digital literacy, enhancing self-regulation, and providing psychological support may help reduce doomscrolling behavior and improve adolescents' learning motivation.