Work

How technostress creators are associated with cognitive overload: the mediating role of emotional exhaustion in academia

Year: 2026

Type: article

Abstract: BACKGROUND: Based on the Transactional Model of Stress and Coping and Cognitive Overload Theory, this study explores the association of technostress creators with cognitive overload in academia. Specifically, the authors examined the mediating role of emotional exhaustion on this relationship. METHOD: The authors surveyed higher education students from universities in China. We employed a time-lag survey method to test the relationships between the variables used in the research model, utilizing partial least squares structural equation modeling (PLS-SEM) through SmartPLS. RESULTS: The findings indicate that technostress creators, modeled as a higher-order construct reflected by five lower-order dimensions (techno-complexity, techno-overload, techno-invasion, techno-insecurity, and techno-uncertainty), significantly and positively correlate with cognitive overload and emotional exhaustion. Emotional exhaustion is also significantly and positively associated with cognitive overload. Furthermore, emotional exhaustion was identified as a significant mediator, though this mediating role should be interpreted as data-inferred and requires confirmation through longitudinal or experimental designs. These findings advance the application of the Transactional Model of Stress and Coping and Cognitive Load Theory in digital learning environments. This study offers two key theoretical contributions. First, it extends technostress research by identifying cognitive overload as positively associated with technostress creators among higher education students. Second, it reveals emotional exhaustion as a novel mediating mechanism explaining how technostress creators correlate with cognitive overload. Policymakers should design targeted interventions such as counseling services and stress management workshops to mitigate technostress, while academic institutions and teachers can implement strategies to help students manage technology-related academic stress. CONCLUSIONS: These findings advance the application of the Transactional Model of Stress and Coping and Cognitive Load Theory in digital learning environments. This study offers two key theoretical contributions. First, it extends technostress research by identifying cognitive overload as positively associated with technostress creators among higher education students. Second, it reveals emotional exhaustion as a novel mediating mechanism explaining how technostress creators correlate with cognitive overload. Policymakers should design targeted interventions such as counseling services and stress management workshops to mitigate technostress, while academic institutions and teachers can implement strategies to help students manage technology-related academic stress.

Source: BMC Psychology

DOI: 10.1186/s40359-026-05221-x

Authors: Zarqa Farooq Hashmi, Javed Iqbal, Muhammad Zaheer Asghar, Muhammad Naseem Abid

Institutions: Huazhong University of Science and Technology, Zhejiang International Studies University, University of Helsinki, Helsinki Institute of Physics

Language: English

Topic: Technostress in Professional Settings

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

Open Access status: gold

Estimated APC paid: $1,990

Funder: Helsingin Yliopisto