Technostress in students and quality of online learning: role of instructor and university support

Saleem, Farida; Chikhaoui, Emna; Malik, Muhammad Imran

doi:10.3389/feduc.2024.1309642

Cited by 3 publications

(2 citation statements)

References 53 publications

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“…Such emotional co-regulation among colleagues are more easily established based on mutual trust relationships. Students can benefit from teacher support and our study identified similar results as previous study in terms of lower levels of technostress while students perceived their teacher support ( Saleem et al, 2024 ).…”

Section: Discussionsupporting

confidence: 88%

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Technostress and time spent online. A cross-cultural comparison for teachers and students

Cazan,

David,

Truța

et al. 2024

Front. Psychol.

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IntroductionResearch shows that ICT is beneficial for academics and students, aiding in overcoming distance barriers, streamlining administration, and improving teaching and learning processes. However, the negative impact of technology, particularly technostress, are garnering attention. In the context of the concerns about technostress among higher education institutions (HEI), the aim of the study is to analyze the technostress creators and inhibitors for university teachers and students in different European countries. The topical concept of digital well-being is seen as “a subjective individual experience of optimal balance between the benefits and drawbacks obtained from mobile connectivity, focusing on the personal perception of what amount of time spent using technology is optimal so that well-being is preserved”.MethodTo explore specific aspects related to use of technology, two – parallel online surveys for academics (N = 446) and students (N = 660) from four European countries (Romania, Germany, Norway, and Finland) were conducted between November 2022 – January 2023. The surveys included the Technostress scale and the Technostress Inhibitors Scale, the Technology self-efficacy Scale, and a questionnaire focusing on socio-demographic aspects, work experience, academic field, dimensions related to the actual use of technology and participants perception on the optimal use of technology for work, learning or personal tasks, in terms of the period of day/week and amount of time spent. We also inquired about the social support given and received when using technology and the formal and informal rules, expectations, policies, punishments, and rewards regarding the use of technology.ResultsThe findings suggest that the perceived optimal use of technology is significantly lower than the actual use for all the contexts. Overuse of technology was associated with technostress. Our results also showed that technology self-efficacy and social support from colleagues and teachers are negatively associated with technostress. Country differences regarding technostress and time spent online were also observed.DiscussionsDespite the needed caution in interpreting the results because of the unbalanced sample size across countries, the results could be used to develop research and support interventions within European countries to promote digital well-being, a better work-life balance with further positive effects on academic satisfaction and work/learning productivity.

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Section: Discussionsupporting

confidence: 88%

“…The relations between technostress and instructional process is not always straight forward as students are not alone in the educational context. Saleem et al (2024) showed that support from the teacher and from the university mitigate the negative impact of technostress on quality of online learning in students.…”

Section: Literature Reviewmentioning

confidence: 99%

Technostress and time spent online. A cross-cultural comparison for teachers and students

Cazan,

David,

Truța

et al. 2024

Front. Psychol.

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Not now, maybe later: the mediating influence of techno-overload on the relationship between academic self-efficacy and procrastination

Grogan,

Wipawayangkool

2024

J Comput High Educ

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Estudio comparativo de las desigualdades en el tecnoestrés entre instituciones de educación superior en América Latina y Europa

Herrera-Sánchez,

Casanova-Villalba,

Bravo Bravo

et al. 2023

COCIRI

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El tecnoestrés, definido como la dificultad de adaptarse a las tecnologías, ha cobrado relevancia en el ámbito de la educación superior, intensificándose con la pandemia de COVID-19. Afecta tanto a estudiantes como a docentes, alterando el bienestar mental y la calidad de la educación. Este estudio examina el tecnoestrés en universidades de América Latina y Europa, enfocándose en cómo las diferencias regionales, infraestructurales y culturales influyen en su impacto. El objetivo central de este estudio es investigar el fenómeno del tecnoestrés en la educación superior, utilizando un marco de desajuste multidimensional persona-entorno. Se busca comprender cómo diferentes dimensiones del ajuste persona-entorno, como persona-organización, persona-tecnología y persona-personas, contribuyen conjuntamente al tecnoestrés. Se adoptó un enfoque cualitativo, utilizando entrevistas semiestructuradas y grupos focales con profesores y estudiantes de universidades en América Latina y Europa. El estudio es de naturaleza exploratoria y descriptiva, enfocado en describir y comprender las experiencias y percepciones de los participantes, sin establecer relaciones causales. Los resultados muestran una alta incidencia de tecnoestrés entre profesores y estudiantes, con diferencias significativas entre regiones. En América Latina se reportaron niveles más altos de tecnoestrés, posiblemente debido a diferencias en infraestructura tecnológica y acceso a recursos de capacitación. El tecnoestrés se relaciona con consecuencias psicológicas y físicas adversas, y afecta negativamente el rendimiento académico y la productividad docente. El estudio resalta la creciente incidencia y las implicaciones multifacéticas del tecnoestrés en la educación superior. Se sugiere la importancia de desarrollar enfoques integrales para su gestión, considerando factores individuales, contextuales y culturales. Las instituciones educativas deben reconocer el tecnoestrés como un aspecto crítico que impacta la calidad de la enseñanza y el aprendizaje, promoviendo un uso equilibrado y saludable de la tecnología.

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Technostress in students and quality of online learning: role of instructor and university support

Cited by 3 publications

References 53 publications

Technostress and time spent online. A cross-cultural comparison for teachers and students

Technostress and time spent online. A cross-cultural comparison for teachers and students

Not now, maybe later: the mediating influence of techno-overload on the relationship between academic self-efficacy and procrastination

Estudio comparativo de las desigualdades en el tecnoestrés entre instituciones de educación superior en América Latina y Europa

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