Technostress:negative effect on performance and possible mitigations

We investigate the effect of conditions that create technostress, on technology-enabled innovation, technology-enabled performance and overall performance. We further look at the role of technology self-efficacy, organizational mechanisms that inhibit technostress and technology competence as possible mitigations to the effects of technostress creators. Our findings show a negative association between technostress creators and performance. We find that, while traditional effort-based mechanisms such as building technology competence reduce the impact of technostress creators on technology-enabled innovation and performance, more empowering mechanisms such as developing technology self-efficacy and information systems (IS) literacy enhancement and involvement in IS initiatives are required to counter the decrease in overall performance because of technostress creators. Noting that the professional sales context offers increasingly high expectations for technology-enabled performance in an inherently interpersonal-oriented and relationship-oriented environment with regard to overall performance, and high failure rates for IS acceptance/use, the study uses survey data collected from 237 institutional sales professionals

Validating the Technostress Instrument using a Sample of Chinese Knowledge Workers

Today, the phenomenon of technostress is both pervasive and global. Nevertheless, research efforts, especially empirical and cross culture studies, in this domain have been very limited. In addition, lack of consistency in the technostress measure found in existing literature made it difficult to build a unified body of knowledge of technostress. Using a sample of 221 Chinese knowledge workers, this study cross-validated and refined the technostress measure developed by Tarafdar et al. (2007). It was found that the instrument offered high validity and reliability after some respecification in the Chinese context. Technostress experienced by Chinese knowledge workers was investigated and compared to that of US workers. The influence of individual and organizational characteristics on technostress was also examined

Understanding and reducing stress in collaborative e-learning

This article examines the important issue of stress in collaborative e-learning, and how it can be eliminated or minimised through appropriate design and support. The authors explore these issues mainly based on evidence from students in an Open University Business School (OUBS) course, and they also link their findings to previous research and similar concerns in other areas, like on-line collaboration in and across businesses and teleworking

Teknostres Dalam Kalangan Pegawai Akademik Di Sebuah Institusi Pengajian Tinggi Awam

Kajian ini dijalankan untuk mengenalpasti teknostres yang berlaku di kalangan pegawai akadernik di Institusi Pengajian Tinggi Awam (IPTA). Kajian yang dijalankan ini menggunakan persampelan bersistematik (systematic sampling) jenis persampelan rawak berstrata. Kaedah borang soalselidik digunakan untuk melaksanakan kajian. Instrumen kajian ini adalah berasaskan kepada instrumen Inventori Teknostres Peribadi (Personal Technostress Inventory, PTSI) yang telah dibangunkan dan digunapakai oleh Rosen dan Weil pada tahun 1998 dan 1999. Di dalam kajian ini, seramai 189 pegawai akadernik yang terdiri daripada pelbagai strata jawatan telah menjawab soalselidik yang diedarkan. Hasil kajian menunjukkan bahawa secara majoritinya, wujud teknostres tahap sederhana di kalangan pegawai akademik di IPTA yang dikaji. Hanya sebilangan kecil responden yang mengalami teknostres tahap tinggi, t etapi t iada s atu pun r esponden yang t idak m engalami t eknostres. H asil kajian juga mendapati bahawa pegawai akadernik IPTA yang dikaji kerap mengalami teknostres persekitaran masyarakat (societal technostress). Ini diikuti dengan teknostres persempadanan (boundary technostress), teknostres di tempat kerja (workplace technostress), teknostres masa (time technostress), teknostres keluarga (fhmily technosiress), teknostres komunikasi (communication technostress), dan teknostres yang paling sedikit dialami oleh pegawai akademik ini ialah teknostres pembelajaran (learning technostress). Selain itu, Ujian-t yang dijalankan menunjukkan bahawa tidak wujud perbezaan tahap teknostres di kalangan pegawai akademik yang berbeza jantina. Bagaimanapun, pel-bezaan tahap teknostres didapati wujud di kalangan pegawai akademik I PTA yang berbeza mengikut status perkahwinan. Dengan menggunakan Ujian-t juga, kajian menunjukkan wujudnya perbezaan tahap teknostres antara pegawai akadernik yang telah berkahwin dengan pegawai akademik yang belum berkahwin. Pegawai akademik yang telah berkahwin didapati lebih kerap mengalami teknostres berbanding pegawai akademik yang belum berkahwin. Ujian ANOVA Sehala yang dijalankan juga menunjukkan perbezaan tahap teknostres yang signifikan di kalangan pegawai akademik IPTA yang berbeza mengikut umur, jawatan, perasaan terhadap teknologi, dan tahap teknofobia. Sebagai lanjutan kepada ujian ANOVA Sehala, iaitu melalui ujian Post-Hoc yang digunakan, didapati bahawa pegawai akademik yang lebih muda kurang mengalami teknostres berbanding pegawai akademik yang telah berusia. Begitu juga bagi jawatan yang berbeza, tutor didapati paling sedikit mengalami teknostres berbanding guru bahasa. Perbezaan teknostres yang signifikan d i kalangan p egawai a kademik IPTA juga d ikenalpasti b erlaku a ntara guru bahasa dengan profesor ~nadyad an pensyarah. Menggunakan ujian yang sama, didapati bahawa antara pegawai akademik yang berbeza perasaan mereka terhadap teknologi juga mengalami tahap teknostres yang berbeza. Didapati bahawa responden yang lebih rela menunggu dan menunggu sehingga perlu menggunakan teknologi lebih teknostres berbanding responden yang sangat berminat dan bersedia menggunakan teknologi. Perbezaan yang signifikan juga menunjukkan bahawa teknostres di kalangan pegawai akademik adalah berbeza bagi mereka yang mengalami teknofobia tahap tinggi dengan mereka yang mengalami teknofobia tahap sederhana dan rendah. Didapati juga bahawa semakin teknofobia, pegawai akademik juga semakin lturang teknostres

Systematically reviewing remote e-workers’ well-being at work: a multidimensional approach

The practice of remote e-working, which involves work conducted at anyplace, anytime, using technology, is on the increase. The aim of this systematic literature review is to gain a deeper understanding ofthe association between remote e-working, within knowledge workers, and the five dimensions of well-being at work: affective, cognitive, social, professional, and psychosomatic. Sixty-three studies employingquantitative, qualitative and mixed-method designs have been included in the review. Findings indicate that we know more about remote e-workers’ affective state and their social and professional life than we know about their cognitive functioning and psychosomatic conditions. Whilst the research indicates a positive focus there are some negative aspects of this way of working which are highlighted within this review; such as social and professional isolation, and perceived threats in professional advancement. This review may be of great importance for academics, to continue the theoretical advancement of research into remote e-working, and practitioners, to implement and manage remote e-working attitudes and policies more effectively

The dark side of technologies: Technostress among users of information and communication technologies

This paper tests the structure and the predictors of two psychological experiences of technostress associated with the use of information and communication technologies (ICT), i.e., technostrain (users report feelings of anxiety, fatigue, scepticism and inefficacy beliefs related to the use of technologies) and technoaddiction (users feel bad due to an excessive and compulsive use of these technologies). The study included a sample of 1072 ICT users (N = 675 nonintensive ICT users and N = 397 intensive ICT users). Results from multigroup confirmatory factor analyses among non-intensive and intensive ICT users showed, as expected, the four-factor structure of technostrain in both samples. Secondly, and also as expected, confirmatory factorial analyses revealed that technostress experiences are characterized not only by technostrain but also by an excessive and compulsive use of ICT. Moreover, multiple analyses of variance showed significant differences between non-intensive and intensive ICT users (1) in the dimensions of technostress and (2) in specific job demands and job/personal resources. Finally, linear multiple regression analyses revealed that technostrain is positively predicted by work overload, role ambiguity, emotional overload, mobbing and obstacles hindering ICT use, as well as by lack of autonomy, transformational leadership, social support, ICT use facilitators and mental competences. Work overload, role ambiguity and mobbing, as well as the lack of emotional competences, positively predict technoaddiction. Theoretical and practical implications, in addition to future research, are discussed

The impact of technostress on personal well-being : an analysis of individual and group differences

This paper is about the impact and extent of technostress on the lives of people, taking into account individual and group differences. A questionnaire was designed from data collected from 34 one-to-one interviews conducted in 2016. Seven hundred and sixty participants completed the questionnaire, together with the General Health Questionnaire which assesses a person’s self-reported quality of mental health. Preliminary results indicate that there are significant differences between groups in a variety of aspects in relation to specific aspects of technology which are linked to stress as well as general mental health.peer-reviewe

The Collective Building of Knowledge in Collaborative Learning Environments

The intention of this chapter is to investigate how collaborative learning environments (CLEs) can be used to elicit the collective building of knowledge. This work discusses CLEs as lively cognitive systems and looks at some strategies that might contribute to the improvement of significant pedagogical practices. The study is supported by rhizome principles, whose characteristics allow us to understand the process of selecting and connecting what is relevant and meaningful for the collective building of knowledge. A brief theoretical and conceptual approach is presented and major contributions and difficulties about collaborative learning environments are discussed. New questions and future trends about the collective building of knowledge are suggested