Khlaif Zuheir N, Sanmugam Mageswaran, Hattab Muayad K, Bensalem Elias, Ayyoub Abedulkarim, Sharma Ramesh C, Joma Amjad, Itmazi Jamil, Najmi Ali Hassan, Mitwally Mohamed A Ahmed, Jawad Ahmad Ammar, Ramadan Mahmoud, Bsharat Tahani R K
An Najah National University, Nablus, Palestine.
Centre for Instructional Technology & Multimedia, Universiti Sains Malaysia, Gelugor, Penang, Malaysia.
Heliyon. 2023 Aug 10;9(8):e19069. doi: 10.1016/j.heliyon.2023.e19069. eCollection 2023 Aug.
Technostress is defined as any unhealthy condition caused by dealing with modern technology in various harmful ways; examples of technostress include addiction and stress. Even though technostress has been extensively studied in the literature, little attention has been paid to investigating technostress among academics who work in exceptional circumstances, such as crises, and who might be experiencing different psychological states due to those circumstances. To fill the gap, this study aims to explore the factors influencing technostress among school teachers. The study examined technostress's level and factor graphics structure among 692 academics from different Arab countries during COVID-19. The technostress factors and their stories were explored and measured using sequential mixed methods and confirmatory and exploratory factor analysis. The study discusses various factors' direct and indirect effects on mobile technology integration in education and the theoretical and practical implications of managing technostress in online classes. A model of techno-stressors among Arab academics was found to include: schedule overload, complexity, uncertainty, uselessness, invasion, and compulsion. The direct effect of various factors on mobile technology integration in education is mainly positive, while indirect effects are more varied. The theoretical and practical implications of managing technostress in online classes include: considering the psychological and physiological impact of technostress on students' learning performance, decreasing overall satisfaction with the learning experience, and improving the overall quality of online courses. As a result of this study's findings, a new perspective is provided on how academics in particular circumstances (in this study, the occupation of Palestine) may behave and feel toward technology in teaching.
技术压力被定义为以各种有害方式应对现代技术所导致的任何不健康状况；技术压力的例子包括成瘾和压力。尽管技术压力在文献中已得到广泛研究，但对于在特殊情况下工作的学者，如处于危机中的学者，以及可能因这些情况而经历不同心理状态的学者，对其技术压力的调查却很少受到关注。为了填补这一空白，本研究旨在探讨影响学校教师技术压力的因素。该研究调查了新冠疫情期间来自不同阿拉伯国家的692名学者的技术压力水平和因素图形结构。采用序贯混合方法以及验证性和探索性因素分析，对技术压力因素及其情况进行了探索和测量。该研究讨论了各种因素对教育中移动技术整合的直接和间接影响，以及在线课程中管理技术压力的理论和实践意义。研究发现，阿拉伯学者中的技术压力源模型包括：日程过载、复杂性、不确定性、无用性、侵入性和强制性。各种因素对教育中移动技术整合的直接影响主要是积极的，而间接影响则更为多样。在线课程中管理技术压力的理论和实践意义包括：考虑技术压力对学生学习表现的心理和生理影响、降低对学习体验的总体满意度，以及提高在线课程的整体质量。作为本研究结果，提供了一个新的视角，以了解特殊情况下（本研究中为巴勒斯坦的职业）的学者在教学中对技术的行为和感受。
