A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching

Chou, Hui-Lien; Chou, Chien

doi:10.1016/j.compedu.2021.104335

Cited by 65 publications

(84 citation statements)

References 59 publications

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“…In this study, individual characteristics were found to play a crucial role in the levels of technostress teachers experienced while using a new technology, which corresponds to the findings of previous studies such as Chou and Chou ( 2021 ) and Krishnan ( 2017 ). Our analysis found that the major creator of technostress under the individual theme was the professional identity subtheme, which is normally related to one’s skills to use a technology and knowledge of how it works (Califf et al, 2020 ).…”

Section: Discussionsupporting

confidence: 88%

“…Few studies have explored the reasons behind teachers’ experiences of technostress in various contexts, including higher and public education (Joo et al, 2016 ; Çoklar et al, 2017 ; Chou & Chou, 2021 ; Baabdullah et al, 2022 ). In addition, researchers have developed a variety of technostress scales for detecting technostress levels (Çoklar et al, 2017 ; Li & Wang, 2021 ; Özgür, 2020 ).…”

Section: Factors Influencing Technostressmentioning

confidence: 99%

“…Researchers have reported additional factors that create various levels of technostress experienced by teachers, including technological pedagogical content knowledge (TPACK; Waluyo & Nuraini, 2021 ), self-efficacy (Chou and Chou, 2021 ; Dong et al, 2020 ), experience with technology (Salem, 2018 ; Upadhyaya & Virinda, 2020 ), and organization culture and commitments (Balduzzi et al, 2020 ; Camarena & Fusi, 2022 ). Studies have also reported that TPACK is the ideal model for guiding teachers in using new technology in teaching processes (Dong et al, 2020 ; Soler-Costa et al, 2021 ).…”

Section: Factors Influencing Technostressmentioning

confidence: 99%

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Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study

et al. 2022

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In this era of rapid technology growth, many countries have begun to adopt emerging technologies into their educational systems to improve learning outcomes. The aim of this study is to explore the factors influencing teachers’ experiences of technostress while using new technology in academic classrooms and how it might be mitigated. Prior research has not focused on how technostress develops among individuals over time or how it can be mitigated in an individual context; the intention of this study is to contribute to the technostress literature in these particular areas. To address the research gap, we conducted a qualitative study that collected data through the use of an open-ended question questionnaire. Seventy teachers of different backgrounds and locations responded to the survey. We used thematic analysis to analyze their responses and reveal how lack of school support and their professional identities influence their levels of technostress. Technology characteristics, including the complexity and the benefits of a given technology, and privacy concerns play a crucial role in teachers’ experiences of technostress. Moreover, we found that colleague support in using new technology and open educational resources each contributed to mitigating teachers’ technostress levels. Our study extends technostress research to examine a new learning environment and context. This focus allowed us to highlight the need to develop open educational resources and better social support structures for teachers and to rethink the professional identities of developing teachers to mitigate their levels of technostress. Suggestions for further research that resulted from this work include using a mixed methods research approach in future studies and including more teachers in future work to determine the relationships among the factors identified by this study.

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Section: Discussionsupporting

confidence: 88%

Section: Factors Influencing Technostressmentioning

confidence: 99%

Section: Factors Influencing Technostressmentioning

confidence: 99%

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Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study

et al. 2022

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“…According to Semedo et al ( 39 ), individuals may experience stress due to the external environment or subjective feelings, resulting in mental health issues like anxiety and depression. Stress can have adverse effects on one's health ( 40 ). Due to the high-stress levels, students' learning outcomes have been adversely affected ( 26 ).…”

Section: Theory and Literaturementioning

confidence: 99%

COVID-19: A Source of Stress and Depression Among University Students and Poor Academic Performance

Jiang

Jia

Tao

et al. 2022

Front. Public Health

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Current research examines how COVID-19 has impacted the daily life of students, specifically personal and academic aspects. The authors investigated the role of academic and family stress caused by COVID-19 on students' depression levels and the subsequent impact on their academic performance based on Lazarus' cognitive appraisal theory of stress. The non-probability convenience sampling technique has been used to collect data from undergraduate and postgraduate students using a modified questionnaire with a five-point Likert scale. This study used structural equation modeling to examine the link between stress, depression, and academic performance during COVID-19. It was confirmed that educational and family stress significantly leads to depression among students, negatively affecting their academic performance and learning outcomes. This research provides valuable information to parents, educators, and other stakeholders concerned about their children's education and performance.

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“…In China, more than 282 million students were confined at home and took online courses during the COVID-19 lockdown ( Chinese Education Daily, 2020 ). Online learning has been amplified by the long-lasting effects of the COVID-19 ( Chou and Chou, 2021 ). However, according to Duan et al (2020) , many parents, students, and teachers complained about the poor effectiveness of online learning during the pandemic.…”

Section: Introductionmentioning

confidence: 99%

Problematic Internet use and academic engagement during the COVID-19 lockdown: The indirect effects of depression, anxiety, and insomnia in early, middle, and late adolescence

Liu

Zou

Zhang

et al. 2022

Journal of Affective Disorders

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A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching

Cited by 65 publications

References 59 publications

Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study

Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study

COVID-19: A Source of Stress and Depression Among University Students and Poor Academic Performance

Problematic Internet use and academic engagement during the COVID-19 lockdown: The indirect effects of depression, anxiety, and insomnia in early, middle, and late adolescence

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