Schauffel Nathalie, Kaufmann Lena Maria, Rynek Mona, Ellwart Thomas
Business Psychology, Trier University, Germany.
LUCET, University of Luxembourg, Luxembourg.
Psychol Learn Teach. 2022 May 31;21(3):235-253. doi: 10.1177/14757257221102563. eCollection 2022 Sep.
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, < .05). The effects were (partially) mediated by satisfaction of the need for autonomy (β = .11 to β = .15, < .05), for all ARH except technical problems (β = .01, = .86). We discuss implications for online course planning, technostress prevention as well as potential interventions beyond pandemic times.
新冠疫情导致高等教育教学方式从面授突然转变为线上教学，这使得信息通信技术（ICT）的使用增加，同时也给学生带来了压力和不确定性。我们整合了人类动机、压力和人性化工作设计等理论，研究了与技术压力相关的不同类型的行动调节障碍（ARH），这些障碍涉及人（ICT能力不足）、技术（技术问题）、互动（协调困难）和任务方面（工作负荷过重）（假设1）。此外，我们还考察了这种关系是否通过对能力、自主性和关联性等基本人类需求的满足来介导（假设2）。我们对技术压力的成因和机制的分析基于对205名心理学专业学生的横断面调查数据（自我报告），这些学生参加了一门组织心理学课程，由于新冠疫情，该课程从面授改为了线上教学。结构方程模型显示，不同类型的ARH（即ICT能力不足、技术问题、协调困难、工作负荷过重）对技术压力有正向预测作用（β = 0.17至β = 0.42，p < 0.05）。除技术问题外（β = 0.01，p = 0.86），所有ARH的影响都（部分）由自主性需求的满足介导（β = 0.11至β = 0.15，p < 0.05）。我们讨论了对在线课程规划、技术压力预防以及疫情后潜在干预措施的启示。
