View in EDS

The Effects of Technostress, Intolerance of Uncertainty, and ICT Competence on Learning Burnout during COVID-19: A Moderated Mediation Examination

Saved in:
Bibliographic Details
Title: The Effects of Technostress, Intolerance of Uncertainty, and ICT Competence on Learning Burnout during COVID-19: A Moderated Mediation Examination
Language: English
Authors: Guoqing Zhao (ORCID 0000-0003-4352-5432), Rongchi Zhao (ORCID 0000-0001-5841-6568), Xiaomei Yan (ORCID 0000-0002-9035-8203), Simone C. O. Conceição (ORCID 0000-0001-6485-1080), Zhuo Cheng, Qingqing Peng
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1425522
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Effects of Technostress, Intolerance of Uncertainty, and ICT Competence on Learning Burnout during COVID-19: A Moderated Mediation Examination
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Guoqing+Zhao%22">Guoqing Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4352-5432">0000-0003-4352-5432</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rongchi+Zhao%22">Rongchi Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5841-6568">0000-0001-5841-6568</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiaomei+Yan%22">Xiaomei Yan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9035-8203">0000-0002-9035-8203</externalLink>)<br /><searchLink fieldCode="AR" term="%22Simone+C%2E+O%2E+Conceição%22">Simone C. O. Conceição</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6485-1080">0000-0001-6485-1080</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zhuo+Cheng%22">Zhuo Cheng</searchLink><br /><searchLink fieldCode="AR" term="%22Qingqing+Peng%22">Qingqing Peng</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Asia+Pacific+Journal+of+Education%22"><i>Asia Pacific Journal of Education</i></searchLink>. 2024 44(2):408-426.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Burnout%22">Burnout</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Responsibility%22">Student Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
– Name: SubjectThesaurus
  Label: Assessment and Survey Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Maslach+Burnout+Inventory%22">Maslach Burnout Inventory</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02188791.2022.2071835
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0218-8791<br />1742-6855
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1425522
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1425522
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/02188791.2022.2071835
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 408
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Burnout
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Student Responsibility
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: China
        Type: general
      – SubjectFull: Maslach Burnout Inventory
        Type: general
    Titles:
      – TitleFull: The Effects of Technostress, Intolerance of Uncertainty, and ICT Competence on Learning Burnout during COVID-19: A Moderated Mediation Examination
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Guoqing Zhao
      – PersonEntity:
          Name:
            NameFull: Rongchi Zhao
      – PersonEntity:
          Name:
            NameFull: Xiaomei Yan
      – PersonEntity:
          Name:
            NameFull: Simone C. O. Conceição
      – PersonEntity:
          Name:
            NameFull: Zhuo Cheng
      – PersonEntity:
          Name:
            NameFull: Qingqing Peng
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0218-8791
            – Type: issn-electronic
              Value: 1742-6855
          Numbering:
            – Type: volume
              Value: 44
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Asia Pacific Journal of Education
              Type: main
ResultId 1