Needs analysis on technostress coping strategies among students in e-Learning environments / Raghiney Venugopal
This study was conducted to investigate the technostressors faced by students in e-learning environments. Besides that, this study investigated the coping strategies (specifically the problem- and emotion-focused coping strategies) used by students to cope with technostress in e-learning environment...
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| Format: | Thesis |
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2025
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| Online Access: | http://studentsrepo.um.edu.my/15993/1/Raghiney_Venugopal.pdf http://studentsrepo.um.edu.my/15993/2/Raghiney_Venugopal.pdf http://studentsrepo.um.edu.my/15993/ |
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| Summary: | This study was conducted to investigate the technostressors faced by students in e-learning environments. Besides that, this study investigated the coping strategies (specifically the problem- and emotion-focused coping strategies) used by students to cope with technostress in e-learning environments. This study employed two systematic literature reviews guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2020 statement. Articles were searched in four databases, namely Education Resources Information Center, Web of Science, Scopus and Science Direct from January 2000 to June 2023. The first systematic review investigating the technostressors faced by students in e-learning environments comprised 26 articles, while the second systematic review investigating students’ coping strategies comprised four articles. Based on a thematic analysis of the findings in the first review, 12 themes emerged which are: - Techno-overload, Techno-complexity, Techno-invasion, Structure of lessons and assessments, instructor and administrative factors, Social factors, Techno-uncertainty, Techno-unreliability, Accessibility to ICT and suitable learning space, Techno-insecurity, Physical and psychological strain, Addiction and compulsive use and Privacy invasion. Upon conducting a thematic analysis of the findings in the second review, four problem-focused coping strategies emerged which are: - Academic planning, Problem-solving, The use of digital collaboration tools and Seeking instrumental help to overcome problems; and four emotion-focused coping strategies emerged which are: - Emotional expression or venting, Cognitive reinterpretation, Disengagement and Seeking emotional support. To conclude, this study identified several technostressors students experience in e-learning environments as well as the problem- and emotion-focused coping strategies they use to cope with them. Future studies should investigate technostress and coping in primary and secondary students, the root causes of technostress, how certain technostressors are coped with (that were not identified in this study) and the short- and long-term outcomes of coping strategies.
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