SPLIT ATTENTION AS A FACTOR IN DECLINING AWARENESS AMONG GENERATION Z UNIVERSITY STUDENTS

Ribi Aninda; Laisya Juan Maulita

Ribi Aninda Universitas Pamulang
Laisya Juan Maulita Universitas Pamulang

Keywords: Academic Awareness; Digital Distraction; Generation Z; Quantitative Research; Split Attention

Abstract

The rapid development of digital technology has fundamentally altered the cognitive patterns of Generation Z university students, particularly regarding their ability to sustain focused attention. This study investigates the relationship between split attention (divided concentration) and the decline of academic awareness among Generation Z students at Universitas Pamulang, Indonesia. Employing a quantitative research design, data were collected from 11 respondents using a structured questionnaire measuring two independent variables—cognitive overload from multitasking (X1) and digital distraction intensity (X2)—and one dependent variable, academic awareness (Y). Statistical analyses were conducted using SPSS software, encompassing validity testing (Pearson correlation), reliability assessment (Cronbach's Alpha), classical assumption tests (normality, multicollinearity, heteroscedasticity, autocorrelation), and multiple linear regression analysis including F-test, t-test, and coefficient of determination (R2). Results indicate that all instruments were valid (r-values: X1=0.847, X2=0.826, Y=0.912 > r-table 0.602) and reliable (Cronbach's Alpha=0.822 > 0.60). Data were normally distributed (sig.=0.200 > 0.05), free from multicollinearity (Tolerance=0.707, VIF=1.414), heteroscedasticity, and autocorrelation (Runs Test sig.=0.540 > 0.05). The simultaneous F-test demonstrated that X1 and X2 jointly exert a significant influence on academic awareness (F=5.012, sig.=0.039 < 0.05). However, partial t-tests revealed that neither X1 (sig.=0.170) nor X2 (sig.=0.166) were individually significant predictors. The coefficient of determination showed R2=0.556, meaning that split attention variables explain 55.6% of the variance in academic awareness decline among Generation Z students. These findings underscore the urgent need for pedagogical strategies that address digital distraction and cognitive load in higher education settings.