Tecnoestrés en usuarios universitarios: caso de estudio
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Publicado:
dic 20, 2024
Palabras clave:
Technostress, higher education, ICT, well-being.
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Resumen
El presente estudio aborda el fenómeno del tecnoestrés en usuarios universitarios, examinando su impacto en docentes, estudiantes y personal administrativo. Las Tecnologías de la Información y las Comunicaciones (TIC) han revolucionado el ámbito educativo, ofreciendo mejoras significativas, pero también desafíos psicológicos como el tecnoestrés. El tecnoestrés se define como la tensión psicológica derivada de la interacción con tecnologías digitales, afectando diversos aspectos cognitivos, emocionales y físicos de los individuos. Este estudio se centra en evaluar niveles de tecnoestrés en un entorno universitario, identificando sus dimensiones y factores desencadenantes.
El estudio adoptó un diseño no experimental transversal, empleando un método descriptivo y correlacional. Se utilizó un cuestionario validado de 16 ítems para medir el tecnoestrés, aplicado a una muestra representativa de 51 individuos entre docentes, estudiantes y personal administrativo de una universidad. Los resultados revelaron que el 66% de los participantes experimentaron niveles bajos de tecnoestrés, mientras que un 4% mostró niveles altos. Las dimensiones analizadas incluyeron escepticismo, fatiga, ansiedad e ineficacia, destacando prevalencias variables según cada dimensión. El análisis estadístico confirmó una buena fiabilidad del cuestionario utilizado.
Este estudio resalta la relevancia del tecnoestrés en el contexto universitario, afectando el bienestar y el rendimiento académico y laboral de los individuos. Las diferencias de género y edad también influyen en la percepción y manifestación del tecnoestrés, destacando la necesidad de estrategias específicas para mitigar sus efectos negativos. Se recomienda implementar programas de salud mental y promover el uso consciente de las TIC para mejorar el equilibrio entre vida académica y personal.
Palabras clave: Tecnoestrés, educación superior, TIC, bienestar.
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Paguay-GarcíaM., ValarezoE., & Cabezas-HerediaE. (2024). Tecnoestrés en usuarios universitarios: caso de estudio. AXIOMA, 1(31), 11-20. https://doi.org/10.26621/ra.v1i31.961
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Citas
Abilleira, M. P., Rodicio-García, M. L., Ríos-de-Deus, M. P., & Mosquera-Gonzalez, M. J. (2020). Technostress in Spanish University Students: Validation of a Measurement Scale. Frontirs in Psychology, 11, 582317. https://doi.org/10.3389/fpsyg.2020.582317
Ali, F., Yasar, B., Khan, U., Ali, L., & Ryu, K. (2024). Can the compulsive use of e-learning lead to lower academic performance? The role of technology fatigue and technostress in hospitality and tourism students. Journal of Hospitality, Leisure, Sport & Tourism Education, 34, 100478. https://doi.org/10.1016/j.jhlste.2024.100478
Ardèvol-Abreu, A., Delponti, P., Bonache, H., & Rodríguez-Wangüemert, C. (2023). Mobile Instant Messaging Uses and Technostress: A Qualitative Approach. International Journal of Human–Computer Interaction, 39(15), 3003-3015. https://doi.org/10.1080/10447318.2022.2090525
Asad, M. M., Erum, D., Churi, P., & Moreno Guerrero, Antonio J. (2023). Effect of technostress on Psychological well-being of post-graduate students: A perspective and correlational study of Higher Education Management. International Journal of Information Management Data Insights, 3(1), 100149. https://doi.org/10.1016/j.jjimei.2022.100149
Ayyagari, R., Grover, V., & Purvis, R. (2011). Technostress: Technological antecedents and implications [Article]. MIS Quarterly: Management Information Systems, 35(4), 831-858. https://doi.org/10.2307/41409963
Castillo, J. M., Galy, E., & Thérouanne, P. (2023). Le Technostress et sa relation avec la charge mentale en contexte professionnel. Psychologie du Travail et des Organisations, 29(4), 197-213. https://doi.org/10.1016/j.pto.2023.06.001
Cataldo, A., Bravo-Adasme, N., Araya, P., & Ormeño, V. (2023). Why university students are technostressed with remote classes: Study-Family conflict, satisfaction with university life, and academic performance. Telematics and Informatics, 80, 101982. https://doi.org/10.1016/j.tele.2023.101982
Cheng, X., Huang, X., Yang, B., & Xiao, Y. (2023). Unveiling the paradox of technostress: Impacts of technology-driven stressors on the elderly's avoidance behaviors. Information & Management, 60(8), 103875. https://doi.org/10.1016/j.im.2023.103875
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 29, 147-157. https://doi.org/10.1007/s40299-019-00461-5
Dragano, N., & Lunau, T. (2020). Technostress at work and mental health: concepts and research results. Current Opinion In Psychiatry, 33(4), 407-413. https://doi.org/10.1097/YCO.0000000000000613
Ertiö, T., Eriksson, T., Rowan, W., & McCarthy, S. (2024). The role of digital leaders’ emotional intelligence in mitigating employee technostress. Business Horizons, 67(4), 399-409. https://doi.org/10.1016/j.bushor.2024.03.004
Gabbiadini, A., Paganin, G., & Simbula, S. (2023). Teaching after the pandemic: The role of technostress and organizational support on intentions to adopt remote teaching technologies. Acta Psychologica, 236, 103936. https://doi.org/10.1016/j.actpsy.2023.103936
Goebel, D. K., & Carlotto, M. S. (2019). Predictors of Technostress in distance education teachers. Revista Tecnologia E Sociedade, 15(38), 229-241. https://doi.org/10.3895/rts.v15n38.8475
Guiñez-Pérez, M., Araya-Guzmán, S., & Salazar-Concha, C. (2022). Exploring factors that affect technological anxiety (technoanxiety) of university administrative staff. Iberian Conference on Information Systems and Technologies, CISTI,
Hossain, M. E., Mahmud, I., & Idrus, R. M. (2021). Modelling end users' continuance intention to use information systems in academic settings: Expectation-confirmation and stress perspective [Review]. Interdisciplinary Journal of Information, Knowledge, and Management, 16, 371-395. https://doi.org/10.28945/4841
Jurek, P., Olech, M., & Brycz, H. (2021). Perceived technostress while learning a new mobile technology: Do individual differences and the way technology is presented matter? Human Technology, 17(3), 197–212. https://doi.org/10.14254/1795-6889.2021.17-3.2
Kaltenegger, H. C., Marques, M. D., Becker, L., Rohleder, N., Nowak, D., Wright, B. J., & Weigl, M. (2024). Prospective associations of technostress at work, burnout symptoms, hair cortisol, and chronic low-grade inflammation. Brain, Behavior, and Immunity, 117, 320-329. https://doi.org/10.1016/j.bbi.2024.01.222
Khedhaouria, A., Montani, F., Jamal, A., & Hussain Shah, M. (2024). Consequences of technostress for users in remote (home) work contexts during a time of crisis: The buffering role of emotional social support. Technological Forecasting and Social Change, 199, 123065. https://doi.org/10.1016/j.techfore.2023.123065
La Torre, G., De Leonardis, V., & Chiappetta, M. (2020). Technostress: how does it affect the productivity and life of an individual? Results of an observational study. Public health, 189, 60-65. https://doi.org/10.1016/j.puhe.2020.09.013
Lu, L., & Wang, X. (2021). Technostress inhibitors and creators and their impacts on university teachers’ work performance in higher education. Cognition, Technology & Work, 23(2), 315-330. https://doi.org/10.1007/s10111-020-00625-0
Marchiori, D. M., Mainardes, E. W., & Rodrigues, R. G. (2019). Do individual characteristics influence the types of technostress reported by workers? International Journal of Human–Computer Interaction, 35(3), 218-230. https://doi.org/10.1080/10447318.2018.1449713
Nascimento, L., Correia, M. F., & Califf, C. B. (2024). Towards a bright side of technostress in higher education teachers: Identifying several antecedents and outcomes of techno-eustress. Technology in Society, 76, 102428. https://doi.org/10.1016/j.techsoc.2023.102428
Nisafani, A. S., Kiely, G., & Mahony, C. (2020). Workers’ technostress: a review of its causes, strains, inhibitors, and impacts. Journal of Decision Systems, 29(sup1), 243-258. https://doi.org/10.1080/12460125.2020.1796286
Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers In Human Behavior, 112, 106468. https://doi.org/10.1016/j.chb.2020.106468
Pocinho, M. D., & Garcia, J. C. (2008). Psychosocial impact of information and communication technologies (ICT): technostress, physical damage and professional satisfaction. Acta Colombiana de Psicología, 11(2), 127. http://www.scielo.org.co/scielo.php?pid=S0123-91552008000200012&script=sci_abstract
Ragu-Nathan, T., Tarafdar, M., Ragu-Nathan, B. S., & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and empirical validation. INFORMATION SYSTEMS RESEARCH, 19(4), 417-433. https://doi.org/10.1287/isre.1070.0165
Rey-Merchán, M. D., & López-Arquillos, A. (2022). Occupational Risk of Technostress Related to the Use of ICT among Teachers in Spain. Sustainability, 14(14), Article 8746. https://doi.org/10.3390/su14148746
Riedl, R. (2022). On the stress potential of videoconferencing: definition and root causes of Zoom fatigue. ELECTRONIC MARKETS, 32(1), 153-177. https://doi.org/10.1007/s12525-021-00501-3
Ruiz Domínguez, V. E., Ríos-Manríquez, M., & Sánchez-Fernández, M. D. (2019). Work Techno-resources and its impact on Technostress: a case study. International Journal of Innovation, 7(2), 299-311. https://doi.org/10.5585/iji.v7i2.247
Sandoval, J. G. (2017). Efecto de los recursos de la organización en la relación entre estrés laboral y distanciamiento psicológico del trabajo: una perspectiva multidimensional. Universidad EAN]. Bogotá.
Solis, P., Lago-Urbano, R., & Castelao, S. R. (2023). Factors That Impact the Relationship between Perceived Organizational Support and Technostress in Teachers. Behavioral Sciences, 13(5), Article 364. https://doi.org/10.3390/bs13050364
Syvänen, A., Mäkiniemi, J.-P., Syrjä, S., Heikkilä-Tammi, K., & Viteli, J. (2016). When does the educational use of ICT become a source of technostress for Finnish teachers? Seminar. net,
Tarafdar, M., Tu, Q., Ragu-Nathan, B. S., & Ragu-Nathan, T. S. (2007). The Impact of Technostress on Role Stress and Productivity. Journal of Management Information Systems, 24(1), 301-328. https://doi.org/10.2753/MIS0742-1222240109
Thurik, R., Benzari, A., Fisch, C., Mukerjee, J., & Torrès, O. (2024). Techno-overload and well-being of French small business owners: identifying the flipside of digital technologies. Entrepreneurship & Regional Development, 36(1-2), 136-161. https://doi.org/10.1080/08985626.2023.2165713
Umair, A., Conboy, K., & Whelan, E. (2023). Examining technostress and its impact on worker well-being in the digital gig economy. Internet Research, 33(7), 206-242. https://www.emerald.com/insight/content/doi/10.1108/INTR-03-2022-0214/full/html
Wang, Q., & Zhao, G. Q. (2023). Exploring the influence of technostress creators on in-service teachers' attitudes toward ICT and ICT adoption intentions. British Journal Of Educational Technology, 54(6), 1771-1789. https://doi.org/10.1111/bjet.13315
Wang, X., Tan, S. C., & Li, L. (2020). Technostress in university students’ technology-enhanced learning: An investigation from multidimensional person-environment misfit.Computers In Human Behavior, 105, 106208. https://doi.org/10.1016/j.chb.2019.106208
Wang, X. H., & Li, B. (2019). Technostress Among University Teachers in Higher Education: A Study Using Multidimensional Person-Environment Misfit Theory. Frontiers In Psychology 10, Article 1791. https://doi.org/10.3389/fpsyg.2019.01791
Wang, X. H., Tan, S. C., & Li, L. (2020). Technostress in university students' technology-enhanced learning: An investigation from multidimensional person-environment misfit [106208]. Computers In Human Behavior, 105, 106208, Article 106208. https://doi.org/10.1016/j.chb.2019.106208
Weil, M. M., & Rosen, L. D. (1997). Technostress: Coping with technology@ work@ home@ play (Vol. 13). J. Wiley New York.
Willermark, S., Högberg, K., & Nilsson, P. (2023). Exploring technostress in disruptive teaching practices. International Journal Of Workplace Health Management, 16(4), 328-343. https://doi.org/10.1108/IJWHM-10-2022-0161
Zhang, H. (2023). Technostress, Academic Self-Efficacy, and Resistance to Innovation: Buffering Roles of Knowledge Sharing Culture and Constructive Deviant Behavior. Psychology Research and Behavior Management, 16(null), 3867-3881. https://doi.org/10.2147/PRBM.S424396
Ali, F., Yasar, B., Khan, U., Ali, L., & Ryu, K. (2024). Can the compulsive use of e-learning lead to lower academic performance? The role of technology fatigue and technostress in hospitality and tourism students. Journal of Hospitality, Leisure, Sport & Tourism Education, 34, 100478. https://doi.org/10.1016/j.jhlste.2024.100478
Ardèvol-Abreu, A., Delponti, P., Bonache, H., & Rodríguez-Wangüemert, C. (2023). Mobile Instant Messaging Uses and Technostress: A Qualitative Approach. International Journal of Human–Computer Interaction, 39(15), 3003-3015. https://doi.org/10.1080/10447318.2022.2090525
Asad, M. M., Erum, D., Churi, P., & Moreno Guerrero, Antonio J. (2023). Effect of technostress on Psychological well-being of post-graduate students: A perspective and correlational study of Higher Education Management. International Journal of Information Management Data Insights, 3(1), 100149. https://doi.org/10.1016/j.jjimei.2022.100149
Ayyagari, R., Grover, V., & Purvis, R. (2011). Technostress: Technological antecedents and implications [Article]. MIS Quarterly: Management Information Systems, 35(4), 831-858. https://doi.org/10.2307/41409963
Castillo, J. M., Galy, E., & Thérouanne, P. (2023). Le Technostress et sa relation avec la charge mentale en contexte professionnel. Psychologie du Travail et des Organisations, 29(4), 197-213. https://doi.org/10.1016/j.pto.2023.06.001
Cataldo, A., Bravo-Adasme, N., Araya, P., & Ormeño, V. (2023). Why university students are technostressed with remote classes: Study-Family conflict, satisfaction with university life, and academic performance. Telematics and Informatics, 80, 101982. https://doi.org/10.1016/j.tele.2023.101982
Cheng, X., Huang, X., Yang, B., & Xiao, Y. (2023). Unveiling the paradox of technostress: Impacts of technology-driven stressors on the elderly's avoidance behaviors. Information & Management, 60(8), 103875. https://doi.org/10.1016/j.im.2023.103875
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 29, 147-157. https://doi.org/10.1007/s40299-019-00461-5
Dragano, N., & Lunau, T. (2020). Technostress at work and mental health: concepts and research results. Current Opinion In Psychiatry, 33(4), 407-413. https://doi.org/10.1097/YCO.0000000000000613
Ertiö, T., Eriksson, T., Rowan, W., & McCarthy, S. (2024). The role of digital leaders’ emotional intelligence in mitigating employee technostress. Business Horizons, 67(4), 399-409. https://doi.org/10.1016/j.bushor.2024.03.004
Gabbiadini, A., Paganin, G., & Simbula, S. (2023). Teaching after the pandemic: The role of technostress and organizational support on intentions to adopt remote teaching technologies. Acta Psychologica, 236, 103936. https://doi.org/10.1016/j.actpsy.2023.103936
Goebel, D. K., & Carlotto, M. S. (2019). Predictors of Technostress in distance education teachers. Revista Tecnologia E Sociedade, 15(38), 229-241. https://doi.org/10.3895/rts.v15n38.8475
Guiñez-Pérez, M., Araya-Guzmán, S., & Salazar-Concha, C. (2022). Exploring factors that affect technological anxiety (technoanxiety) of university administrative staff. Iberian Conference on Information Systems and Technologies, CISTI,
Hossain, M. E., Mahmud, I., & Idrus, R. M. (2021). Modelling end users' continuance intention to use information systems in academic settings: Expectation-confirmation and stress perspective [Review]. Interdisciplinary Journal of Information, Knowledge, and Management, 16, 371-395. https://doi.org/10.28945/4841
Jurek, P., Olech, M., & Brycz, H. (2021). Perceived technostress while learning a new mobile technology: Do individual differences and the way technology is presented matter? Human Technology, 17(3), 197–212. https://doi.org/10.14254/1795-6889.2021.17-3.2
Kaltenegger, H. C., Marques, M. D., Becker, L., Rohleder, N., Nowak, D., Wright, B. J., & Weigl, M. (2024). Prospective associations of technostress at work, burnout symptoms, hair cortisol, and chronic low-grade inflammation. Brain, Behavior, and Immunity, 117, 320-329. https://doi.org/10.1016/j.bbi.2024.01.222
Khedhaouria, A., Montani, F., Jamal, A., & Hussain Shah, M. (2024). Consequences of technostress for users in remote (home) work contexts during a time of crisis: The buffering role of emotional social support. Technological Forecasting and Social Change, 199, 123065. https://doi.org/10.1016/j.techfore.2023.123065
La Torre, G., De Leonardis, V., & Chiappetta, M. (2020). Technostress: how does it affect the productivity and life of an individual? Results of an observational study. Public health, 189, 60-65. https://doi.org/10.1016/j.puhe.2020.09.013
Lu, L., & Wang, X. (2021). Technostress inhibitors and creators and their impacts on university teachers’ work performance in higher education. Cognition, Technology & Work, 23(2), 315-330. https://doi.org/10.1007/s10111-020-00625-0
Marchiori, D. M., Mainardes, E. W., & Rodrigues, R. G. (2019). Do individual characteristics influence the types of technostress reported by workers? International Journal of Human–Computer Interaction, 35(3), 218-230. https://doi.org/10.1080/10447318.2018.1449713
Nascimento, L., Correia, M. F., & Califf, C. B. (2024). Towards a bright side of technostress in higher education teachers: Identifying several antecedents and outcomes of techno-eustress. Technology in Society, 76, 102428. https://doi.org/10.1016/j.techsoc.2023.102428
Nisafani, A. S., Kiely, G., & Mahony, C. (2020). Workers’ technostress: a review of its causes, strains, inhibitors, and impacts. Journal of Decision Systems, 29(sup1), 243-258. https://doi.org/10.1080/12460125.2020.1796286
Özgür, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers In Human Behavior, 112, 106468. https://doi.org/10.1016/j.chb.2020.106468
Pocinho, M. D., & Garcia, J. C. (2008). Psychosocial impact of information and communication technologies (ICT): technostress, physical damage and professional satisfaction. Acta Colombiana de Psicología, 11(2), 127. http://www.scielo.org.co/scielo.php?pid=S0123-91552008000200012&script=sci_abstract
Ragu-Nathan, T., Tarafdar, M., Ragu-Nathan, B. S., & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and empirical validation. INFORMATION SYSTEMS RESEARCH, 19(4), 417-433. https://doi.org/10.1287/isre.1070.0165
Rey-Merchán, M. D., & López-Arquillos, A. (2022). Occupational Risk of Technostress Related to the Use of ICT among Teachers in Spain. Sustainability, 14(14), Article 8746. https://doi.org/10.3390/su14148746
Riedl, R. (2022). On the stress potential of videoconferencing: definition and root causes of Zoom fatigue. ELECTRONIC MARKETS, 32(1), 153-177. https://doi.org/10.1007/s12525-021-00501-3
Ruiz Domínguez, V. E., Ríos-Manríquez, M., & Sánchez-Fernández, M. D. (2019). Work Techno-resources and its impact on Technostress: a case study. International Journal of Innovation, 7(2), 299-311. https://doi.org/10.5585/iji.v7i2.247
Sandoval, J. G. (2017). Efecto de los recursos de la organización en la relación entre estrés laboral y distanciamiento psicológico del trabajo: una perspectiva multidimensional. Universidad EAN]. Bogotá.
Solis, P., Lago-Urbano, R., & Castelao, S. R. (2023). Factors That Impact the Relationship between Perceived Organizational Support and Technostress in Teachers. Behavioral Sciences, 13(5), Article 364. https://doi.org/10.3390/bs13050364
Syvänen, A., Mäkiniemi, J.-P., Syrjä, S., Heikkilä-Tammi, K., & Viteli, J. (2016). When does the educational use of ICT become a source of technostress for Finnish teachers? Seminar. net,
Tarafdar, M., Tu, Q., Ragu-Nathan, B. S., & Ragu-Nathan, T. S. (2007). The Impact of Technostress on Role Stress and Productivity. Journal of Management Information Systems, 24(1), 301-328. https://doi.org/10.2753/MIS0742-1222240109
Thurik, R., Benzari, A., Fisch, C., Mukerjee, J., & Torrès, O. (2024). Techno-overload and well-being of French small business owners: identifying the flipside of digital technologies. Entrepreneurship & Regional Development, 36(1-2), 136-161. https://doi.org/10.1080/08985626.2023.2165713
Umair, A., Conboy, K., & Whelan, E. (2023). Examining technostress and its impact on worker well-being in the digital gig economy. Internet Research, 33(7), 206-242. https://www.emerald.com/insight/content/doi/10.1108/INTR-03-2022-0214/full/html
Wang, Q., & Zhao, G. Q. (2023). Exploring the influence of technostress creators on in-service teachers' attitudes toward ICT and ICT adoption intentions. British Journal Of Educational Technology, 54(6), 1771-1789. https://doi.org/10.1111/bjet.13315
Wang, X., Tan, S. C., & Li, L. (2020). Technostress in university students’ technology-enhanced learning: An investigation from multidimensional person-environment misfit.Computers In Human Behavior, 105, 106208. https://doi.org/10.1016/j.chb.2019.106208
Wang, X. H., & Li, B. (2019). Technostress Among University Teachers in Higher Education: A Study Using Multidimensional Person-Environment Misfit Theory. Frontiers In Psychology 10, Article 1791. https://doi.org/10.3389/fpsyg.2019.01791
Wang, X. H., Tan, S. C., & Li, L. (2020). Technostress in university students' technology-enhanced learning: An investigation from multidimensional person-environment misfit [106208]. Computers In Human Behavior, 105, 106208, Article 106208. https://doi.org/10.1016/j.chb.2019.106208
Weil, M. M., & Rosen, L. D. (1997). Technostress: Coping with technology@ work@ home@ play (Vol. 13). J. Wiley New York.
Willermark, S., Högberg, K., & Nilsson, P. (2023). Exploring technostress in disruptive teaching practices. International Journal Of Workplace Health Management, 16(4), 328-343. https://doi.org/10.1108/IJWHM-10-2022-0161
Zhang, H. (2023). Technostress, Academic Self-Efficacy, and Resistance to Innovation: Buffering Roles of Knowledge Sharing Culture and Constructive Deviant Behavior. Psychology Research and Behavior Management, 16(null), 3867-3881. https://doi.org/10.2147/PRBM.S424396