The Effects of Technostress, Intolerance of Uncertainty, and ICT Competence on Learning Burnout during COVID-19: A Moderated Mediation Examination
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| Title: | The Effects of Technostress, Intolerance of Uncertainty, and ICT Competence on Learning Burnout during COVID-19: A Moderated Mediation Examination |
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| Language: | English |
| Authors: | Guoqing Zhao (ORCID |
| Source: | Asia Pacific Journal of Education. 2024 44(2):408-426. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | COVID-19, Pandemics, Electronic Learning, College Students, Online Courses, Stress Variables, Burnout, Distance Education, Student Attitudes, Gender Differences, Technological Literacy, Student Responsibility, Foreign Countries |
| Geographic Terms: | China |
| Assessment and Survey Identifiers: | Maslach Burnout Inventory |
| DOI: | 10.1080/02188791.2022.2071835 |
| ISSN: | 0218-8791 1742-6855 |
| Abstract: | During global COVID-19 outbreak, universities in many countries were closed, and students experienced the exclusive online learning as never before. This study aimed to examine the mediating role of Intolerance of Uncertainty (IU) in the effects of university students' "technostress" caused by remote learning on three dimensions of "learning burnout," namely "emotional exhaustion, cynicism," and "academic inefficacy," and possible moderating role of "gender, ICT competence," and "course load" in the indirect effects of university students' "technostress" on their "learning burnout" mediated by IU. Altogether 801 Chinese students from 72 universities voluntarily participated in this study by filling out an online questionnaire consisting of Technostress Survey, Maslach Burnout Inventory-Student Survey, and Intolerance of Uncertainty Scale-12. The participants reported relatively low "technostress, learning burnout" with a moderate level of IU during online learning. Structural equation modelling showed that: 1) "technostress" positively predicted IU, "emotional exhaustion," and "academic inefficacy;" 2) IU partially mediated the effects of "technostress" on "emotional exhaustion, cynicism," and "academic inefficacy." 3) "ICT competence" moderated the indirect effects of "technostress" on "emotional exhaustion" via IU while moderating effects of "gender" and "course load" were not found. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1425522 |
| Database: | ERIC |
| Abstract: | During global COVID-19 outbreak, universities in many countries were closed, and students experienced the exclusive online learning as never before. This study aimed to examine the mediating role of Intolerance of Uncertainty (IU) in the effects of university students' "technostress" caused by remote learning on three dimensions of "learning burnout," namely "emotional exhaustion, cynicism," and "academic inefficacy," and possible moderating role of "gender, ICT competence," and "course load" in the indirect effects of university students' "technostress" on their "learning burnout" mediated by IU. Altogether 801 Chinese students from 72 universities voluntarily participated in this study by filling out an online questionnaire consisting of Technostress Survey, Maslach Burnout Inventory-Student Survey, and Intolerance of Uncertainty Scale-12. The participants reported relatively low "technostress, learning burnout" with a moderate level of IU during online learning. Structural equation modelling showed that: 1) "technostress" positively predicted IU, "emotional exhaustion," and "academic inefficacy;" 2) IU partially mediated the effects of "technostress" on "emotional exhaustion, cynicism," and "academic inefficacy." 3) "ICT competence" moderated the indirect effects of "technostress" on "emotional exhaustion" via IU while moderating effects of "gender" and "course load" were not found. |
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| ISSN: | 0218-8791 1742-6855 |
| DOI: | 10.1080/02188791.2022.2071835 |
