A recent study delves into the concept of technostress and techno-stressors, exploring the negative impact they have on academics in higher education organizations. Technostress, the psychological and physiological reactions to perceived ICT demands, affects individuals who heavily use technology in their work, such as accountants, teleworkers, and academics. Techno-stressors, variables that create technostress, include techno-overload, techno-complexity, techno-invasion, techno-insecurity, and techno-uncertainty, all stemming from the demands of ICT use.
The study also investigates the role of ICT self-efficacy in mitigating technostress, showing that individuals with higher levels of confidence in using technology experience less technostress. On the other hand, work-home conflict, the conflict between demands from work and home, is a significant predictor of techno-stressors among academics.
Furthermore, the study examines the impact of techno-stressors on the psychological well-being of academics, with findings showing a negative association between techno-stressors and well-being. Fatigue, anxiety, burnout, depression, and irritability are among the psychological problems caused by techno-stressors, leading to lower levels of well-being among academics.
Overall, the research highlights the need for organizations to address technostress and techno-stressors to improve the well-being and productivity of academics. By enhancing ICT self-efficacy, managing work-home conflict, and reducing the negative impact of techno-stressors, organizations can create a more supportive and conducive work environment for academics in higher education.
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