Technostress and Determinants of Academic Success among University Students: Mediation Role of Technological Literacy

Abstract

Technology integration has become pervasive in the constantly evolving domain of education, presenting diverse avenues for learning  and engagement among university students. However, amidst these benefits, technology’s widespread use also brings challenges, with  technostress emerging as a prominent concern. This research aims to assess the impact of technostress on students’ academic  motivation and psychological well-being while concurrently exploring the mediating influence of technological literacy. Using a time- lagged cross-sectional design, data on technostress, academic motivation, psychological well-being and technological literacy were gathered from 349 university students. Data analysis was conducted using JASP software with Bootstrap resampling of 5,000 replications.  Findings from the study revealed a negative impact of technostress on determinants of academic success (academic motivation and  psychological wellbeing) among students. Technological literacy was also identified as a partial mediator of the adverse effects of  technostress on the determinants of academic success (academic motivation and psychological well-being). These findings have  implications beyond academia, offering valuable insights for educators, policymakers, and mental health professionals. Recognising the  crucial role of technological literacy in mitigating the adverse effects of technostress enables the development of effective interventions  aimed at empowering students to enhance their academic motivation and psychological well-being.