Exploring the effect of compulsive social app usage on technostress and academic performance: Perspectives from personality traits

Hsiao, Kuo‐Lun; Shu, Yang; Huang, Tien‐Chi

doi:10.1016/j.tele.2016.11.001

Cited by 97 publications

(76 citation statements)

References 50 publications

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“…For example, researchers have demonstrated how SNS exhaustion mediates the relationship between the SNS stressors and the discontinuance of SNS use (Maier, Laumer, Eckhardt, et al, ). To complement these findings, researchers have concluded that excessive and compulsive use of SNS can, in general, result in stress experiences, exhaustion, and use discontinuance (Hsiao et al, ; Luqman et al, ). Finally, SNS usage and relationship characteristics, such as the number of friend relationships and the friend relationship types, can contribute to social (interaction) overload, which increases SNS dissatisfaction, exhaustion, and discontinuance intentions (Laumer et al, ; Maier, Laumer, Eckhardt, et al, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Technostress and social networking services: Explaining users' concentration, sleep, identity, and social relation problems

Salo

Pirkkalainen

Koskelainen

2018

Information Systems Journal

124

112

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It is common for users of social networking sites and services (SNS) to suffer from technostress and the various associated strains that hinder their well-being. Despite prior SNS stress studies having provided valuable knowledge regarding SNS stressors and their use consequences, they have not examined the various strains related to well-being that those stressors can create nor the underlying SNS characteristics. To address this gap in the research, we used a qualitative approach involving narrative interviews. As a contribution, our findings reveal four types of strains related to well-being (concentration problems, sleep problems, identity problems, and social relation problems) as well as two different patterns with distinct sets of SNS stressors and SNS characteristics that generate those strains. As practical implications, the findings of this study can help technostressed users to identify their strains, understand their underlying SNS characteristics and SNS stressors, and increase the possibility that they will be able to avoid the strains in the future.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Technostress and social networking services: Explaining users' concentration, sleep, identity, and social relation problems

Salo

Pirkkalainen

Koskelainen

2018

Information Systems Journal

124

112

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“…Moreover, in line with Karaganis, Lam and Tong, Chaka and Govender's findings, the students perceive that smartphone usage will give a positive impact on their learning culture and learning participation [12; 26; 27]. This positive perspective can affect the psychological and cultural dimensions of the students [16][17][18]. Moreover, the students' tendency in smartphone usage, which has been highlighted by Bransford, Brown, and Cocking's 5 , Norries, Hossain, and Soloway, and Woodcock's, shows that the students require a smartphone to support their learning activities [10; 28].…”

Section: Discussionmentioning

confidence: 52%

Digital Learning, Smartphone Usage, and Digital Culture in Indonesia Education

et al. 2020

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Introduction. The rapid development of information and technology has procreated a digital culture in Indonesian education. This article aims to depict the current condition of digital culture in Indonesian education by pointing at the issue of students’ digital fluency, particularly the readiness for using digital learning resources and smartphone usage. Materials and Methods. A combination of the survey and qualitative descriptive method was used to identify the students’ intensity of using a smartphone, the description of students’ smartphone usage, and the students’ perspectives regarding the smartphone usage in learning activities. The data were collected through questionnaires from 384 students in the first grade of senior high schools in Surakarta, Central Java, Indonesia. Results. The findings of the research show that the students regularly use the smartphone more than 6 to 7 hours a day. The students use the Internet to gather information or download the learning materials. Moreover, they strongly agree that smartphone usage will give benefits to them. Discussion and Conclusion. The findings of research reflect that the students engage with the smartphone as a device to support their learning activities. The students’ engagement reflects the positive impact of smartphone usage on the psychological and cultural dimensions of the students. Moreover, the teachers should uphold the students’ digital culture by integrating digital material resources and smartphone usage into classroom activities.

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“…Structural equation modeling revealed that children's time online was a marginally significant negative predictor of middle childhood academic performance (Hurwitz, Schmitt, 2019). Another fact is that excessive use of social apps is negatively related to academic performance (Hsiao et al, 2017). For instance, Facebook overuse negatively affects students' behavioral engagement (Datu et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

School Media Education During the COVID–19 Pandemic: Limitations and New Opportunities

Fiialka¹

2020

Media Education (Mediaobrazovanie)

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This paper focuses on the media use for distance learning in Ukraine during the quarantine caused by the COVID-19 pandemic. The study found out that during the COVID-19 pandemic the media have a powerful and contradictory influence on education, becoming a leading factor in socialization, social learning, and a means and source of formal and non-formal education. Theoretical methods were used in the work: analysis, generalization of scientific sources and normative documents. To generalize the experience of media educational activities of teachers, the survey was used (830 respondents). Its results were interpreted using methods of analysis, specification and classification. The teachers reported using media-related tasks, such as presentations, watching movies, visiting virtual museums, taking photos and making educational videos, reading popular science literature, comparing fiction and screenplays, comparing textual information from different sources, creating pages of literary characters in social networks, comics, mental maps, news reports, writing fictionalized biographies and annotations, preparing crossword puzzles after watching educational films, sharing life experience, personal life events, drawing after listening to audio and watching videos. The criteria for the responsible use of media by teachers in distance learning are following: preferential use of established professional platforms, or communication groups, verifying the sources, collaboration with colleagues and parents, adjusting information to meet individual needs.

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Exploring the effect of compulsive social app usage on technostress and academic performance: Perspectives from personality traits

Cited by 97 publications

References 50 publications

Technostress and social networking services: Explaining users' concentration, sleep, identity, and social relation problems

Technostress and social networking services: Explaining users' concentration, sleep, identity, and social relation problems

Digital Learning, Smartphone Usage, and Digital Culture in Indonesia Education

School Media Education During the COVID–19 Pandemic: Limitations and New Opportunities

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