| Abstrakt: |
This study examines the cognitive, behavioral, and emotional effects of technology on student learning processes, analyzing variables such as technology use, motivation, procrastination, time management, and social interaction. Using a quantitative research design, data were collected from 200 students through surveys, cognitive tests, and behavioral questionnaires. Statistical analyses, including correlation and regression, revealed that technology use was positively correlated with cognitive performance (r = 0.324, p < 0.01), and every additional hour of technology use increased cognitive performance by 0.285%. Motivation (r = 0.345, p < 0.01) and social interaction (r = 0.374, p < 0.01) were also strong predictors of better academic outcomes. Conversely, procrastination had a negative effect (r = -0.276, p < 0.01), and time management showed a positive influence (r = 0.267, p < 0.01). No evidence of cognitive overload was found, but procrastination's emotional strain was noted. The study concludes that balanced technology use enhances learning while highlighting the need for effective selfregulation and digital literacy programs. Future research should investigate the long-term impact of technology on both cognitive performance and mental health. [ABSTRACT FROM AUTHOR] |
