Work

Investigating the impact of challenge and hindrance techno stressors on academic performance in online learning environments

Year: 2025

Type: article

Abstract: In the post Covid-19 era, technology is now an integral part of the curriculum where in-classroom learning has been replaced by fully online and blended teaching. The rapid change to novel online learning environment, have left students exposed to the risks of techno stress. Given the dearth of studies on students, this research seeks to investigate the impact of challenge/hindrance techno stressors on students’ satisfaction, burnout and engagement. Ultimately, the impact of these intervening variables on academic performance is examined. 198 students were surveyed, and results demonstrate that hindrance stressors are negatively related to satisfaction and engagement while contributing positively to burnout. Challenge stressors are positively related student’s satisfaction and engagement. The findings also show that satisfaction partially mediate the relationship between both hindrance/challenge stressors and academic performance. Gender has been found to be moderating the relationship between hindrance stressors and burnout. Implications for higher education institutions are discussed.

Source: Discover Education

DOI: 10.1007/s44217-025-00669-2

Author: Muhammad Z. I. Lallmahomed

Institution: Middlesex University Mauritius

Language: English

Topic: Technostress in Professional Settings

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,390