Factors promoting university instructor's resilience to technostress

Yap, Chia Keat; Kew, Si Na

doi:10.4324/9781003178576-6

Cited by 1 publication

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“…The relationship between optimism (as a dispositional factor) and technostress also appears to have been extensively studied in the literature, although it remains poorly understood. For example, the study by (Yap and Kew 2021) found that optimism did not mitigate the effects of technostress among college teachers in Malaysia. In contrast, the study of (Raza et al 2022) showed that optimism is a contributory factor to the negative effects of stress caused by new technologies.…”

Section: Discussionmentioning

confidence: 99%

The Role of Personal Resources in Buffering College Student Technostress during the Pandemic: A Study Using an Italian Sample

Ingusci,

Ciavolino,

Signore

et al. 2023

Social Sciences

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Given the upheavals that characterize the world of higher education and the recent literature on the subject, the examination of what can improve student well-being has become critical. The JD-R model, originally developed to explain the implementation of motivational processes and the simultaneous unfolding of mechanisms that impact health, is used to contextualize the processes that occur in higher education systems. Objective. The purpose of this paper is to examine the role of personal resources such as optimism and self-efficacy in increasing academic engagement and as protective factors against technostress. Method. A SEM model was implemented using MPLUS 7 and Jamovi on a sample of 421 university Italian students. They completed an online self-report questionnaire during the height of COVID-19 (May–November 2021) while taking online courses and were predominantly female (64.4%) and full-time academic students (87.6%) with a mean age of 24.6 years. Direct and indirect effects were estimated, accounting for the mediating role of academic engagement. Results. The results indicate that both self-efficacy and optimism have direct and negative effects on technostress. Self-efficacy, in turn, significantly increases academic engagement, whereas optimism has no effect on it. Finally, academic engagement appears to reduce the impact of technostress on the lives of students involved in the study, confirming its mediating role in reducing technostress. Conclusions. This study provides numerous important clues and insights into improving academic performance and well-being, as the use of personal resources can have important implications for avoiding the negative consequences of technology.

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Section: Discussionmentioning

confidence: 99%