Zhang Hua
College of Educational Science, Nanyang Normal University, Nanyang, 473061, People's Republic of China.
Psychol Res Behav Manag. 2023 Sep 18;16:3867-3881. doi: 10.2147/PRBM.S424396. eCollection 2023.
Scholarly works have primarily found a negative relation between technostress and individual performance outcomes. Nevertheless, there needs to be more empirical research that casts light on the underlying causal mechanism. The current study hypothesizes that technostress affects students' resistance to innovation through the mediating role of academic self-efficacy. Further, the study proposes innovation as a salient goal as a meta-level moderator. To capture this factor, the study investigates constructive deviant behavior and knowledge sharing culture as the buffering agents stimulating these links.
On a sample of 412 Chinese university students, the authors assess the structural model guided by the social cognitive theory to examine the predictive capability of the hypothesized relationships.
The study found that technostress diminishes students' self-efficacy, which in turn augments resistance to innovation. Besides, constructive deviant behavior and knowledge sharing culture significantly moderate the direct association between technostress and self-efficacy and the indirect relationship between technostress and self-efficacy and then resistance to innovation.
The study offers several meaningful theoretical and practical implications related to the critical role of technostress in deteriorating students' self-efficacy beliefs and enhancing resistance to innovation.
学术研究主要发现技术压力与个人绩效结果之间存在负相关关系。然而，需要更多实证研究来揭示潜在的因果机制。本研究假设技术压力通过学业自我效能感的中介作用影响学生对创新的抵触情绪。此外，该研究提出将创新作为一个显著目标作为元层次调节变量。为了捕捉这一因素，该研究调查了建设性越轨行为和知识共享文化作为刺激这些联系的缓冲因素。
作者以412名中国大学生为样本，在社会认知理论的指导下评估结构模型，以检验假设关系的预测能力。
研究发现，技术压力会削弱学生的自我效能感，进而增强对创新的抵触情绪。此外，建设性越轨行为和知识共享文化显著调节了技术压力与自我效能感之间的直接关联以及技术压力与自我效能感进而与对创新的抵触情绪之间的间接关系。
该研究提供了一些有意义的理论和实践启示，涉及技术压力在削弱学生自我效能感信念和增强对创新的抵触情绪方面的关键作用。
