Technostress During COVID-19: Action Regulation Hindrances and the Mediating Role of Basic Human Needs among Psychology Students

Abstract

The COVID-19 pandemic led to an abrupt change from in-person to online teaching in higher education, resulting in increased use of information and communication technology (ICT) and students’ stress and uncertainty. Integrating theories of human motivation, stress, and humane work design, we investigated whether different types of action regulation hindrances (ARH) pertaining to human (ICT competence deficits), technology (technical problems), interaction (coordination difficulties), and task aspects (work overload) related to technostress (H1). Furthermore, we examined if this relationship was mediated by satisfaction of the basic human needs for competence, autonomy, and relatedness (H2). Our analysis of causes and mechanisms of technostress is based on cross-sectional survey data (self-report) from 205 psychology students attending an organizational psychology class that was switched from an in-person to an online format due to the COVID-19 pandemic. Structural equation modeling revealed that different types of ARH (i.e., ICT competence deficits, technical problems, coordination difficulties, work overload) positively predicted technostress (β = .17 to β = .42, p < .05). The effects were (partially) mediated by satisfaction of the need for autonomy (β = .11 to β = .15, p < .05), for all ARH except technical problems (β = .01, p = .86). We discuss implications for online course planning, technostress prevention as well as potential interventions beyond pandemic times.

Technostress and Determinants of Academic Success among University Students: Mediation Role of Technological Literacy

“…They are better equipped to manage stress, cope with academic challenges, and maintain a positive attitude towards learning (Masluk et al, 2023). Students with high levels of psychological wellbeing can more effectively engage in their studies, develop meaningful relationships, and thrive academically and personally (Schauffel et al, 2022). Educators, parents, and institutions play a crucial role in promoting psychological well-being among students by providing support, fostering positive relationships, and offering resources for mental health and wellness (Sommovigo et al, 2023).…”

“…Prior research has established a positive correlation between psychological well-being and academic performance, underscoring its significance in determining student academic success (Galvin et al, 2022). Technostress can lead to information overload, characterised by an excessive influx of digital information that surpasses students' cognitive capacity to process and absorb academic activities (Masluk et al, 2023;Schauffel et al, 2022). This overload can result in cognitive strain, hindering students' ability to concentrate, retain information, and make effective decisions.…”