Abstract
The study on technostress is very significant in today's knowledge-based society. Technostress, which has developed due to the information-technology explosion over the past decade, plays an increasingly critical role in people’s lives. The study shows that the flood of information and the increased use of more technological tools could cause frustration, anxiety, and fear. The timeliness of the topic lies in the fact that if society does not pay attention to this new kind of public disease now, it would have a negative impact on people's health, quality of life, and efficiency at the corporate level. The study's theoretical background was analyzed by reviewing the international scientific literature available on the subject of technostress. The research aims to explore the relationship between factors belonging to the group of technostress creators concerning Hungarian higher educational institutions. In the study, the authors set up a research model to explore the relationship between technostress creators, which was examined using a quantitative questionnaire query. The study covered 237 employees working in higher education in Hungary. The results were analyzed in the SPSS 22 statistical program. During the evaluation, linear regression analysis was used to explore these relationships. The results demonstrated that the five components of technostress are techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty. These frequently interact with each other in higher education. The results of the study point to the fact that the five components of technostress embodied in higher education institutions are interrelated, which, when appearing in the lives of university lecturers, contributes to the increase in the level of technostress. The research results could be useful for all higher education institutions in terms of what factors they should place great emphasis on to reduce or prevent technostress.
Highlights
Higher education institutions worldwide are keen to innovate learning and teaching through new information and communication technologies (ICT), such as online courses and support for technology learning
Considering the literature review, the authors created a research model (Figure 1) that depicts the correlations of the hypotheses and forms the starting point of the questionnaire research: H1 The coercive effect of technology is significantly related to the complexity of understanding the new technology
The study presented the results of research conducted in 2020 in higher education institutions
Summary
Higher education institutions worldwide are keen to innovate learning and teaching through new information and communication technologies (ICT), such as online courses and support for technology learning. ICTs could be major contributors to improving learning and teaching. There will be an increasing need for teachers in higher education to have the skills and knowledge needed to use ICT effectively. Changes in learning, teaching processes, the role of educators, educational practice, and work requirements by technology could be stressful for educators as they are forced to devote more time to adapt to the changes. University educators are at greater risk for technostress, an adaptation problem in which users are unable to cope with new technology and the requirements associated with their use.
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