Abstract
ABSTRACT The COVID-19 pandemic has deeply disrupted the education sector across the world. Consequently, all learning activities must be fully conducted online, leaving no choice for the already stressful students. Through the stressor-strain-outcome framework, this study aims to examine the antecedents and consequences of technostress faced by the students under the context of compulsory e-education. A total of 388 empirical data was gathered and analyzed with the Partial Least Squares Structural Equation Modeling. It was found that anxiety, delay in responses, and risk of arbitrary learning are all positively related to the technostress, which in turn associates negatively with learning satisfaction and learning performance. Unlike past studies that researched e-education from a voluntary enrollment perspective and, therefore, stressed the benefits; this study investigates the negative impacts of compulsory e-education on students. To mitigate future pandemics, we propose a set of strategies that could be implemented.
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