Technostress in university students' technology-enhanced learning: An investigation from multidimensional person-environment misfit

被引:94
作者
Wang, Xinghua [1 ,2 ]
Tan, Seng Chee [3 ]
Li, Lu [4 ]
机构
[1] Qingdao Univ, Normal Coll, Qingdao, Peoples R China
[2] Nanyang Technol Univ, Ctr Res & Dev Learning, Singapore, Singapore
[3] Nanyang Technol Univ, Natl Inst Educ, Singapore, Singapore
[4] Qingdao Univ, Sch Journalism & Commun, Qingdao, Peoples R China
关键词
Technostress; Multidimensional person-environment misfit; University students; Technology-enhanced learning; ACADEMIC ENGAGEMENT; STRESS; FIT; SATISFACTION; IMPACT; CONSEQUENCES; INFORMATION; PERFORMANCE; ACCEPTANCE; INTENTION;
D O I
10.1016/j.chb.2019.106208
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
This study investigated technostress among university students in technology-enhanced learning (TEL) from a multidimensional person-environment misfit perspective: technostress on the dimensions of person-organization (P-O) misfit, person-TEL (P-TEL) misfit, and person-people (P-O) misfit, respectively. A research model was created to examine how the three dimensions of technostress were related to one another and how they predicted students' burnout, persistence in TEL, and perceived performance. It was validated by 740 university students from two public universities in China. The findings show that P-O misfit of technostress strongly predicted technostress on both P-TEL misfit and P-P misfit dimensions. P-P misfit of technostress predicted P-TEL misfit of technostress. The three dimensions of technostress were positively associated with students' burnout, which negatively affected their perceived performance in TEL. Moreover, P-O misfit of technostress demonstrated the most salient effect on students' burnout. Additionally, group comparisons based on gender and grade levels indicate that females and lower-grade students were more susceptible to burnout associated with P P misfit of technostress than others. And female students' performance tended to be more negatively affected by burnout than males. This study has important implications for disentangling factors affecting students' wellbeing and academic success in TEL and developing effective solutions to technostress.
引用
收藏
页数:10
相关论文
共 50 条
[21]   Fostering High School Students’ Conceptual Understandings About Seasons: The Design of a Technology-enhanced Learning Environment [J].
Ying-Shao Hsu ;
Hsin-Kai Wu ;
Fu-Kwun Hwang .
Research in Science Education, 2008, 38 :127-147
[22]   Monitoring students' goal setting and metacognitive knowledge in technology-enhanced learning with metacognitive prompts [J].
Yildiz-Feyzioglu, Eylem ;
Akpinar, Ercan ;
Tatar, Nilgun .
COMPUTERS IN HUMAN BEHAVIOR, 2013, 29 (03) :616-625
[23]   TECHNOLOGY-ENHANCED LEARNING BY UAV AND CLOUD COMPUTING FOR SUSTAINABLE ENVIRONMENT EDUCATION [J].
Chen, W. K. ;
Chang, Y. T. ;
Lin, C. H. ;
Yu, H. ;
Chang, C. T. .
9TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES (EDULEARN17), 2017, :10533-10533
[24]   Fostering students' multivariational reasoning through technology-enhanced learning environments [J].
Toprak, Zerrin ;
Zengin, Yilmaz .
INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, 2025,
[25]   An evaluation of UK foundation trainee doctors’ learning behaviours in a technology-enhanced learning environment [J].
Hannah L. Brooks ;
Sarah K. Pontefract ;
James Hodson ;
Nicholas Blackwell ;
Elizabeth Hughes ;
John F. Marriott ;
Jamie J. Coleman .
BMC Medical Education, 16
[26]   Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment [J].
Manca, S. ;
Ranieri, M. .
JOURNAL OF COMPUTER ASSISTED LEARNING, 2013, 29 (06) :487-504
[27]   An evaluation of UK foundation trainee doctors' learning behaviours in a technology-enhanced learning environment [J].
Brooks, Hannah L. ;
Pontefract, Sarah K. ;
Hodson, James ;
Blackwell, Nicholas ;
Hughes, Elizabeth ;
Marriott, John F. ;
Coleman, Jamie J. .
BMC MEDICAL EDUCATION, 2016, 16
[28]   Technology-enhanced learning and co-operative practice against the neoliberal university [J].
Hall, Richard .
INTERACTIVE LEARNING ENVIRONMENTS, 2016, 24 (05) :1004-1015
[29]   The Impact of Prompting in Technology-Enhanced Learning as Moderated by Students' Motivation and Metacognitive Skills [J].
Papadopoulos, Pantelis M. ;
Demetriadis, Stavros N. ;
Stamelos, Ioannis G. .
LEARNING IN THE SYNERGY OF MULTIPLE DISCIPLINES, PROCEEDINGS, 2009, 5794 :535-548
[30]   University students' approaches to online learning technologies: The roles of perceived support, affect/emotion and self-efficacy in technology-enhanced learning [J].
Han, Jiying ;
Geng, Xiaohui .
COMPUTERS & EDUCATION, 2023, 194