Validation of a Measurement Scale on Technostress for University Students in Chile

Abstract

The main aim in this research was to validate a scale for measuring technostress in Chilean university students under the context of hybrid education. There were 212 university students as participants from the central-south zone of Chile. For measuring technostress manifestations, a technostress questionnaire for Chinese university professors and its adaptation for Spanish university students was used as a base instrument to adapt the scale. The exploratory and confirmatory factor analysis generated an adequacy of the psychometric scale by eliminating three items from the original scales but generated important changes by reordering the other 19 items into only three factors, establishing an important local difference with previous versions that contemplated five factors, but retaining as a central axis the stress produced by a misfit between the person and his or her environment. The resulting scale was based on factors such as Abilities-Demands Techno-Educational, Needs-Supplies Resources, and Person-People Factor. It also has a good internal consistency with a scale that allows for the continuation of technostress measurements in the local context; adding to studies on this topic which have already been carried out on diverse actors of the Chilean educational system; proposing a reliable and valid psychometric scale of technostress in Chilean university students; and giving researchers and academic managers the ability to know the adverse effects of the use of technologies and propose mitigation actions.

Assessment of the Quality of Technophilia and Technophobia Validated Questionnaires for Management of Digital Health Interventions: Systematic Review and Delphi Consensus. (Preprint)

“…Following evaluation, 7 studies were selected for qualitative synthesis (Figure 1). Of papers included, three instruments assessed technostress [11,13,16], two scales focused on technophobia [12,15], one questionnaire evaluated technophilia 10 , and the remaining analysed both technophilia and technophobia [14].…”

“…[13], up to, 0.95 in the domain "technophobia" of the TTQ [14]. Nonetheless, if only the generic domains technophobia, technophilia and technostress are observed, the values remain in a range between 0.82 and 0.95 [10][11][12][13][14][15][16].…”

Analyzing the Influence of Technostress on Students: A Systematic Literature Review

“…This involves seeking assistance and guidance from various sources to alleviate the negative impact of technology-related stress. Examples of support mechanisms include consulting with a coach or mentor who can provide expert guidance and support [39] and seeking assistance from peers who can offer social support and share experiences [70]. Last but not least, some scholars recommend students modify the social environment or adjust the physical conditions of the used device.…”