Abstract
This paper explores technostress and its dimensions, assessing the relationship with possible negative effects in the individual, social and professional sphere. The study uses a self-reported approach of undergraduate students in Spain (n = 337), forced to follow their academic life by using technology comprehensively because of social distancing, as a public health action necessary to reduce the spread of COVID-19. The analysis, based on the exploration of a system of archetypes of the use of social networks, presents insights into contemporary technostress management as a new approach that can suppose opportunities for the optimization of prevention plans. Pearson’s correlation coefficients and structural equation modeling based on partial least squares (SEM-PLS) were the methods used for achieving the goals. The results reveal valid and reliable measures where technostress has a high impact on the individual sphere of students and there is a significant relationship between the type of user and techno-anxiety. The conclusions point to the imperative for developing a deeper understanding of technostress by archetypes, in both a higher education context (as antecedent) and the world of work, in an irreversible move towards a digital economy.
Highlights
The employment scene is rapidly changing because important transformations are reshaping the world of work, and many of them are related to the constant introduction of technology
If we look at techno-anxiety the order of the level of techno-anxiety by archetype, from highest to lowest, is: discrepancy, escapist, narcissist, secure and intimate) and that is exactly the hierarchy that the global technostress level has
We wanted to check whether technostress is related to negative consequences in different dimensions and it was possible to verify that the global technostress measure does have a positive and statistically significant relationship with the three dimensions of consequences studied
Summary
The employment scene is rapidly changing because important transformations are reshaping the world of work, and many of them are related to the constant introduction of technology. It is evident that digital technology has opened up a huge range of possibilities in all modern economic systems [1]. Thanks to these rapid advances in technology, we can speak of the fourth industrial revolution, which offers interesting changes in the way organizations operate, and the way people learn and work [2,3]. It is a fact that information and communication technologies (ICTs) are being introduced in a vertiginous way in work and organizations [5] and educational contexts [6]
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