SCROLL TAK BERUJUNG: DOOMSCROLLING SEBAGAI PREDIKTOR EMOSI NEGATIF DAN DEGRADASI ETIKA AKADEMIK PADA REMAJA

Abstract

The rapid development of digital technology has increased social media use among adolescents while also giving rise to the phenomenon of doomscrolling, defined as the tendency to repeatedly and excessively access negative information. Although the relationship between doomscrolling and mental health has been widely examined, its association with academic ethical behavior and the psychological mechanisms underlying this relationship remains limited, particularly among Indonesian adolescents. This study aimed to analyze the relationships between doomscrolling, negative emotions, and the degradation of academic ethics, as well as to examine the mediating role of negative emotions in the relationship between doomscrolling and the degradation of academic ethics. A quantitative approach with a cross-sectional design was employed involving 152 senior high school students and university students selected through purposive sampling. Data were collected using an online questionnaire and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The findings showed that doomscrolling was positively and significantly associated with negative emotions and the degradation of academic ethics. In contrast, negative emotions were not significantly associated with the degradation of academic ethics and did not mediate the relationship between doomscrolling and the degradation of academic ethics. Thus, the findings indicate that the association between doomscrolling and the degradation of academic ethics cannot be explained through negative emotions within the tested model. The novelty of this study lies in examining the relationship between the consumption of negative digital content and the degradation of academic ethics within a single empirical model among Indonesian adolescents. The findings highlight the need for further research on alternative mechanisms, such as digital distraction and self-control, and may provide an initial basis for the development of digital literacy programs and the strengthening of responsible academic behavior.

ABSTRAK

Masifnya perkembangan teknologi digital telah meningkatkan penggunaan media sosial di kalangan remaja sekaligus memunculkan fenomena doomscrolling, yaitu kecenderungan mengakses informasi negatif secara berulang dan berlebihan. Meskipun hubungan doomscrolling dengan kesehatan mental telah banyak dikaji, keterkaitannya dengan perilaku etika akademik serta mekanisme psikologis yang mendasarinya masih terbatas, khususnya dalam konteks remaja Indonesia. Penelitian ini bertujuan menganalisis hubungan doomscrolling dengan emosi negatif dan degradasi etika akademik serta menguji peran mediasi emosi negatif dalam hubungan antara doomscrolling dan degradasi etika akademik. Penelitian menggunakan pendekatan kuantitatif dengan desain cross-sectional terhadap 152 siswa SMA/sederajat dan mahasiswa yang dipilih menggunakan purposive sampling. Data dikumpulkan melalui kuesioner daring dan dianalisis menggunakan Structural Equation Modeling–Partial Least Squares (SEM-PLS). Hasil penelitian menunjukkan bahwa doomscrolling berasosiasi positif dan signifikan dengan emosi negatif serta degradasi etika akademik. Sebaliknya, emosi negatif tidak berasosiasi signifikan dengan degradasi etika akademik dan tidak terbukti memediasi hubungan antara doomscrolling dan degradasi etika akademik. Dengan demikian, temuan penelitian menunjukkan bahwa keterkaitan doomscrolling dengan degradasi etika akademik tidak dapat dijelaskan melalui emosi negatif dalam model yang diuji. Kebaruan penelitian terletak pada pengujian hubungan perilaku konsumsi konten negatif digital dengan degradasi etika akademik dalam satu model empiris pada remaja Indonesia. Hasil penelitian mengindikasikan perlunya penelitian lanjutan terhadap mekanisme alternatif, seperti distraksi digital dan kontrol diri, serta dapat menjadi dasar awal bagi pengembangan literasi digital dan penguatan perilaku akademik yang bertanggung jawab.