International Journal of Information Management Data Insights 3 (2023) 100149

Contents lists available at ScienceDirect

International Journal of Information Management Data

Insights
journal homepage: www.elsevier.com/locate/jjimei

Effect of technostress on Psychological well-being of post-graduate

students: A perspective and correlational study of Higher Education
Management
Muhammad Mujtaba Asad a, Darakshan Erum a, Prathamesh Churi b,∗,
Antonio José Moreno Guerrero c
a
Sukkur IBA University, Sukkur, Pakistan
b
Mukesh Patel School of Technology Management and Engineering, NMIMS University, Mumbai, India
c
University of Granada, Spain

a r t i c l e i n f o a b s t r a c t

Keywords: Progression in Information and Communications Technology (ICT) has changed individuals in innumerable ways.
Technostress Utilization of innovation can upgrade work environment proficiency, usefulness, and adaptability. However, in-
Psychological well-being novative tools can adversely affect an individual’s physiological, Psychological, as well as organizational satisfac-
Inhibitors/ moderators
tion and have likewise prompted higher technostress among technology users. The study aims at examining the
Adult learning
association of techno-stressors with the Psychological well-being of postgraduate learners. Using a quantitative
Higher education
And coping strategies research approach, data were collected through an adapted survey questionnaire tool, from 564 postgraduate
learners enrolled in MS (Computer Science, Mathematics) and M.Phil. (Education) programs at a private sector
University. To analyze the data, a correlation test was run using SPSS 27.0 version. Moreover, the findings re-
vealed that there is a weak association between techno-stressors and the Psychological well-being of learners.
Among the five intertwined techno-stressors, techno-insecurity has a moderate effect on the Psychological well-
being of learners. Whereas, both male and female respondents were aware of the characteristics of technology
and errands. Finally, in instructive settings, the most apparent well-being research initiatives have been taken
by the Organization of Economic Cooperation and Development (OCED). However, even in these programs the
examination has been done in tertiary settings and is restricted to 15years learners. This study contributes to
bridging this gap. Alongside this, the current assemblage of writing adds to the field of literature in the context
of Sindh, Pakistan.

1. Introduction
In this techno-ubiquitous era, PC has turned into a basic instrument
in each association (Agarwal, Chauhan, Kar, Goyal, 2017). Low-cost air
interfaces, smaller chipsets, and the availability of the internet are to be
considered the primary reasons for this expansion. Reaching the ubiq-
uitous Internet paradigm, which enables people and things to connect
with anything and everyone, anytime, anywhere (Agarwal et al., 2017).
The advent of innovation has caused a great deal of progress in human
existence. Because of the modernization in innovation, productive ac-
cess and use of data assets rely upon the capacity to utilize the gadgets
of Information Technology effectively (Anshari, Almunawar, Shahrill,
2017). Presently, the world has 5.3 billion ICT users, with expected
development in the many millions (Anderson & Jiang, 2018). In the
21st century, most associations anticipate that their workers should be
more equipped and adjust to the most recent technological applications.
Notwithstanding, change can bring both vulnerability and distress into
one’s life (Atanasoff & Venable, 2017). Integration of ICT has now be-
come inseparable from daily functioning but its shortcomings can be
partially damaging (Aziz et al., 2021). On one hand, recent technologi-
cal developments provide individuals more ease, and efficiency and re-
main constantly available and get associated with one another in their
routine (Shahibi & Aziz, 2017; Andersone, Nardelli & Ipsen, 2021). On
the other hand, the quicker pace of improvements of innovations makes
individuals more unwilling to innovate. Individuals are bound to up-
date business-related data all day and night which also include per-
forming multiple tasks simultaneously (Kumar, Hollebeek, Kar, Kukk,
2022; Sharma & Gupta, 2022). Workers feel susceptible to being re-
placed in case of non-satisfactory work performance (Hang, Hussain &
Amin, 2022; Gabr, Soliman, Allam, & Raouf, 2021). Therefore, these

∗
Corresponding author.
E-mail addresses: Prathamesh.churi@gmail.com, prathamesh.churi@ieee.org (P. Churi).

https://doi.org/10.1016/j.jjimei.2022.100149
Received 7 September 2022; Received in revised form 19 December 2022; Accepted 20 December 2022
2667-0968/© 2022 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/)
M.M. Asad, D. Erum, P. Churi et al.
innovations are inclined to make potentially negative side effects, for
example, techno-induced anxiety (Achim & Kassim, 2015). Driven by
the quicker speed of innovation reception, rising rivalry, and develop-
ing assumptions, makes individuals more unwilling to innovate due to
the feeling of job insecurity, uselessness, feeling of dread toward new
learning, and so on.
From an educational perspective, innovation improved learning can
manage the cost of learners’ customized growth opportunities, enlarge
their admittance to quality learning assets, and advance their methods
of information building and gaining. But the speed at which changes
were presented questionably expanded the gamble of technostress for
all stakeholders associated with the education setting (Murphy, Marcus-
Quinn & Hourigan, 2021). Nonetheless, this new learning mode fre-
quently causes requests for additional time, expanded prerequisites, in-
formation, and abilities (Weinert, Christian, Laumer & Weitzel, 2020).
Thus, adult learners could encounter technostress, which is a sickness
of maladaptation caused by people’s failure to adapt to innovation and
changing Psychological and social prerequisites connected with the uti-
lization of innovation. Individuals experience technostress when they
can’t adapt to change in accordance with data innovations appropri-
ately. The past decades witnessed an unavoidable pattern of comput-
erization and digitization in the education sector (Tarafdar & Pullins,
2015). Twenty years of exploration affirm the adverse results of technos-
tress including despondency, low confidence, and diminished scholarly
execution Moreover, adult learners are generally helpless, dependent,
and susceptible. ICT can give gainful capabilities including Well-being,
correspondence, admittance to data and hierarchical elements, expand-
ing social connections, relational availability, and interpersonal interac-
tion applications (Samaha and Hawi, 2016) assisting the user with aug-
menting individual efficiency. Teens particularly, get this positive sen-
sation through prompt Web availability, virtual entertainment access,
amusement, video gaming, and incalculable applications (Van Deursen
et al., 2015).
The assimilation of innovation in instruction has impacted the learn-
ers’ points of view and aptitude as well as their time, responsibility,
and perspectives toward innovation (Gabr et al., 2021). A technological
tool in some circumstances can be troublesome, and complicated, and
could influence emotional wellness and learners’ Psychological well-
being (Nadeem, Lodhi, Shakir, Maqbool & Abbasi, 2019). Because of the
integration of innovation in educating and learning practices, most of
the current learners are experiencing a life that brings decentralization
which can create Psychological impacts like rapidly increasing uncer-
tainty and insecurity towards innovation (Abbas, Saud, Ekowati, Usman
& Setia, 2020). The user and innovation interaction is mind-boggling.
More often than not, it could ruin the acknowledgment and usage of ICT
in teaching-learning (Wang & Yao, 2021). The fast pace world brings de-
centralization which contributes to expanding instability towards inno-
vation and diminishes the certainty of innovation (Abbas et al., 2020).
Digital learning modes are continually arising because of the utilization
of ICT, like game-based learning, portable learning, and flipped class-
room (Qi, 2019). Subsequently, educators and learners feel overpow-
ered. Today, various versatile applications have been made accessible
for educators to utilize in their instructing rehearses and due to a lack of
specialized help, it more often adversely affects learners’ attitudes and
exhibition (Al-Abdullatif et al., 2020). Therefore, these innovations are
inclined to make potentially negative side effects, for example, techno-
induced anxiety (Achim and Kassim, 2015). When ICT use becomes ex-
orbitant, pessimistic results run over into the home and university con-
ditions, causing distraction, interrupted cognizance, and so on. More-
over, the user’s excessively reliant can debilitate the capability of one’s
social-personal Well-being, everyday residing, individual efficiency, and
scholastic execution. In various examinations, teens revealed pessimistic
companion pressure, expanded digital harassment, and absence of indi-
vidual contact.
Therefore, the current study requested a call to comprehend the im-
pact of technostress inquiry to understand the effect of techno-stressors
2
International Journal of Information Management Data Insights 3 (2023) 100149
on the Psychological well-being of adult learners. The major aim of this
study is to identify the dominant factors associated with technostress
along with the effect of techno-stressors on post-graduate learners’ Psy-
chological well-being. Results of this study will develop the comprehen-
sion of university learners’ ICT reliance and its effect on their Psycho-
logical well-being. Close by, building mindfulness among learners, per-
sonnel, associations, and the community to ensure effective utilization
of ICT.
To investigate the above-mentioned research problem, the current
assemblage of writing incorporates two research objectives, based on
which the study aims to address the problem by finding out the answers
to two research questions.
RQ1 What are the dominant factors associated with technostress
among adult learners?
RQ2 What is the effect of techno-stressors on post-graduate learners’
Psychological well-being?
The research hypothesis (subsequently, accepting or rejecting the
proposed hypothesis) of our study is:
Ha: There a is relationship of techno-stressors on Psychological well-
being of post-graduate students.
Ho : There is no relationship of techno-stressors on Psychological
well-being of post-graduate students.
Concerning the view, educators, and learners frequently depend on
innovation to stay connected and take care of correspondence all day
(Poalses and Bezuidenhout, 2018). The nonstop work to stay aware of
data innovation advancements is one of the most referred to reasons for
technostress in advanced education (Brivio et al., 2018). The proceeding
with the spread of data and correspondence innovations in education has
expanded instructors’ and learners’ assumptions concerning efficiency,
availability, Well-being, and giving expanded control and adaptability
(Pfaffinger et al., 2020). Learners use digital gadgets for multiple schol-
arly tasks which adversely affects learners’ behavior and performance
(Al-Abdullatif et al., 2020). An unsaid competition among students with
other learners is also a major concern of technostress. There is a constant
pressure on peers to use technological gadgets and innovative solutions
which may lead to unfair competition. Some peers may not cope up
with the technology usage and utilization hence increase the issues of
mental health. Consequently, there is a need to comprehend what col-
lege life stress means for adult learners to facilitate retention of learning.
Lack of indigenous knowledge, insufficient framework, time limitations,
vulnerability, adaptability, availability of resources, absence of infor-
mation, and absence of help from innovation experts are factors that
bring about psychological pressure (Mushtaque et al., 2022). Although
the technostress literature has evolved significantly but still, there are
some gaps needed to be bridged. Even though there is a lot of exami-
nation supporting the idea of technostress in the working environment,
just a modest bunch of exploration inspects the precursors and outcomes
of technostress towards college learners (Ragu-Nathan, Tarafdar, & Tu,
2008).
Regardless, the complexities of innovation connected to ICT use in
the educating and learning approach might have added to learners’ in-
ability of managing the strikingly mind-boggling mechanical progres-
sions in a sound way, possibly bringing about medical problems like
repeating vision issues, headaches, hypertension, cardiovascular issues,
and mental diseases (Qi, 2019. Although there has been an expanded
expansion of computerized gadgets in the scholarly community, there is
a shortage of studies inspecting the pervasiveness of technostress and its
effect on learners’ wellbeing (Nadeem et al., 2019). The expanded uti-
lization of innovation in advanced education has constrained learners to
finish all their scholarly work, including evaluations, utilizing innova-
tion. Alongside this, keeping in view of the gap found in the literature, a
paradigm shift is now needed. Therefore, this study tends to address the
examination by estimating university students’ arrays of despondency,
confidence, and scholastic exhibition (GPA).
M.M. Asad, D. Erum, P. Churi et al.
Fig. 1. Research model adapted from Upadhyaya & Vrinda (2021).
The readers who are into education fields, researchers from educa-
tion technology and policy makers of higher education will be beneficial
from our findings related to effect of technostress and its relevance to
Psychological well-being. Keeping this in mind, the paper is organized as
follows – Section 2 defines the conceptual framework for our research.
Section 3 describes the literature review; Section 4 defines methodol-
ogy for our proposed work; Section 5 describes results of our quantita-
tive analysis, Section 6 discusses about our findings and concludes the
study.
2. Conceptual framework
Innovation is omnipresent. More often than not, it includes some
significant downfalls of techno-anxiety likewise called technostress. In
today’s Techno-ubiquitous era, adults as well as children equally uti-
lized innovation for learning purposes. The vast majority of the past ex-
aminations exclusively reported the stress individuals express towards
emerging technology. From that point forward, five major dimensions
of technostress called technostress creators or stressors were identified
to extend the different regions of the definition. These are techno over-
load, techno invasion, techno insecurity, techno complexity, and techno
uncertainty. The current review examines the impact of techno-stressors
on university learners’ Psychological well-being through taking on the
“Stressor- Strain Outcomes” (SSO) Model to make sense of how the mal-
adaptation caused by technostress inclines university learners towards
strain and therefore causes results for their learning. The SSO Model was
initially evolved by Koeske and Koeske (2010) to represent what stres-
sors affect people’s work and life. As per this model, stressors are related
to results through the interceding job of strain. The graphical represen-
tation (Fig. 1) of the framework alludes to the mediating stressors which
are associated with technostress among postgraduate learners.
3. Literature review
According to some academics, digital initiatives have the potential
to result in exclusion and the strengthening of social barriers, which
casts doubt on the potential of ICT for citizen engagement. Scholars
also warn that the digital divide could get even wider as it builds on
social differences that already exist. The opposing group, on the other
hand, thinks that ICT has the potential to improve knowledge net-
works in societies, enabling the underrepresented to voice their opin-
ions and exercise greater control over their fate in a digital social set-
ting (Sharma, Kar, Gupta, Dwivedi, and Janssen, 2022). Over the span of
the past decade, data and correspondence advancements are gradually
adopted in higher education to allow learners to access study material
anytime, anywhere. These innovations are fundamentally adopted to
3
International Journal of Information Management Data Insights 3 (2023) 100149
shift the paradigm from traditional education to technology-enhanced
learning (TEL), which comprehensively suggests the utilization of ICTs
for educating and learning. These advancements in digitization have
a significant effect on students’ physiological and Psychological well-
being. Data and correspondence advancements have been gradually im-
plemented in higher education over the past decade to enable students
to access study materials at any time and from any location. The phys-
ical and mental health of students is significantly impacted by these
advances in digitization. Higher education has progressively been pre-
sented to the results of an evolving climate and expanded degrees of
stress which is now a common event in instructive settings.
Stress is the failure of an individual to manage numerous clash-
ing and multifaceted conditions. Stress is characterized by physiolog-
ical and Psychological responses which remain inadequately considered
and risk the well-being of individuals. Stress becomes perilous once
the individual experiencing the tension becomes convinced of the in-
capability to effectively deal with the current situation (Poalses and
Bezuidenhout, 2018). Academic stress causes low grades and dropout,
data over-burden, restricted opportunities, diminished execution, Lack
of self-assurance, somatization problems, number of assessments, and
negative self-awareness. The incorporation of innovation in higher ed-
ucation has dramatically impacted the learners’ viewpoints and mas-
tery as well as their time, responsibility, and perception toward in-
novation. People may be subjected to pressure related to the use of
technology due to inappropriate working conditions, inadequate hard-
ware with safety and compatibility issues, programming restrictions, a
lack of funding, electrical issues, abrupt disconnectivity, and data loss.
Because of the absence of required abilities, preparation, information,
insufficient framework, time limitations, vulnerability, and absence of
help from innovation experts subsequently contributes to increased Psy-
chological and physiological stress (Borle, Reichel, & Niebuhr, 2021;
Mushtaque, Waqas, & Yazdan, 2022). Inappropriate working circum-
stances, deficient hardware with safety and compatibility issues, pro-
gramming restrictions, absence of funding, electrical issues, abrupt dis-
connectivity, and data loss might make individuals endure pressure re-
lated to the utilization of innovation. This techno-anxiety has gained the
attention of late and is now considered a phenomenon to be explored as
an area of study in varied settings. Due to the greatest new concern that
society faces, which is psychological distress, students’ academic perfor-
mance suffers when learners become dependent on particular commu-
nication technologies (Samaha and Hawi, 2016).
The research related to human quality of life can be divided into
two broad categories: psychological well-being and subjective well-
being. Psychological well-being (PWB) reflects well-being in terms of
self-fulfillment, whereas subjective well-being (SWB) reflects affective
evaluation of life (such as hedonic well-being and life satisfaction).
M.M. Asad, D. Erum, P. Churi et al.
SWB’s positive/negative affect and life satisfaction are not only intu-
itively understood as well-being indicators but also simple to measure.
Even though SWB is easy to understand and use, it only looks at the
affective side of well-being and focuses on highly global assessments of
well-being (e.g. life satisfaction). PWB, on the other hand, is based on
human growth and problems with one’s existence.
Technostress was first defined by Brod in1984. Brod characterized
techno-stress as a disorder of variation as a result of the ineptitude in
overseeing cutting-edge innovations. Since then, the several researchers
have defined the term from varying perspectives. For instance, technos-
tress refers to the uneasiness and work overload due to extreme uti-
lization of technology (Poalses & Bezuidenhout, 2018). Technostress al-
ludes to any unfavorable impact on human cognizance, perspectives,
and contemplations, due to the incorporation of innovation. Technos-
tress can prompt multiple unfavorable results to people’s Psychological
and physiological Well-being, for example, disappointment, uneasiness,
and weakness, causing focus issues, anxiety, restlessness, fear of being
replaced and failure, embarrassment, outrage, and passive-aggressive,
biasing their decisions of computerized innovation, and diminishing
work execution (Wang, Li, Ouyang, & Xu, 2021; Yao & Wang, 2022).
The failure to exhibit skill in this space can prompt technology resis-
tance which has been recognized as the primary reason prompting ob-
structions in embracing innovation. Technostress decreases an individ-
ual’s work fulfillment and obligation to their organization (Tarafdar, Tu,
& Ragu-Nathan, 2010). Techno-stress is associated with the undeniable
use of information and correspondence propels. Technostress alludes
to any unfavorable impact on human cognizant, perspectives, and con-
templations, due to the incorporation of innovation. Technostress re-
sults from mutilated ways of behaving at work that is a direct result of
the utilization of innovations. Technostress is hypothesized as an imbal-
ance between an individual and the climate (Ragu-Nathan, et al., 2008;
Ayyagari, Grover, & Purvis, 2011). Technostress is experienced when
the expertise requirements of information and correspondence technolo-
gies exceed the level of users’ capacity. It very well may be ascribed
to qualities of innovation like steady accessibility, high dependability,
and rapid change. Technostress is context-specific, and accordingly, it
might adversely affect different factors relying upon the unique situa-
tion (Sharma & Gupta, 2022).
3.1. Antecedents of technostress
The incorporation of innovation in higher education has dramati-
cally impacted the learners’ viewpoints and mastery as well as their
time, responsibility, and perception toward innovation. Because of
the absence of required abilities, preparation, information, insufficient
framework, time limitations, vulnerability, and absence of help from
innovation experts subsequently contributes to increased Psychological
and physiological stress (Mushtaque et al., 2022). Forerunners of Tech-
nostress are portrayed as variables that predominantly affect the impact
of the stressors on individuals and may set off more persistent techno-
stress or even escalate the level of techno-stress. Work-related technos-
tress predecessors can be addressed by individual elements, for example,
age, gender, organizational mechanism, education, work-home conflict,
change of pace, anonymity/ ambiguity, absence of training, expanded
responsibility, work exhaustion, etc (Borle et al., 2021). Inappropriate
working circumstances, deficient hardware with safety and compatibil-
ity issues, programming restrictions, absence of funding, electrical is-
sues, abrupt disconnectivity, and data loss might make individuals en-
dure pressure related to the utilization of innovation.
3.2. Creators of techno-stress
Techno-stressors allude to the factors that cause stress among in-
dividuals and in their surroundings because of the utilization of infor-
mation and communication technologies (ICTs). Researchers introduced
five techno-stressors (Aziz et al., 2021).
4
International Journal of Information Management Data Insights 3 (2023) 100149
3.2.1. Techno-invasion
Techno-Invasion is characterized as steady availability, without lim-
its of place and time. This alludes to an ICT’s capability to attack an
individual’s personal life while performing organizational errands
3.2.2. Techno-complexity
Techno- Complexity alludes to the intrinsic nature of an ICT that
causes individuals to feel incompetent concerning their computer abili-
ties. Techno-complexity is a condition where innovation causes learners
to feel uncertain that their ranges of abilities are lacking
3.2.3. Techno-uncertainty
Techno-uncertainty is a condition where individuals need to manage
consistent innovative changes inside an association. It alludes to the
consistent changes and redesigns of programming and equipment that
might cause anxiety among individuals
3.2.4. Techno-overload
Techno-overload alludes to the capacity to drive an individual to
work quicker using new advancements (Borle et al., 2021). Performing
various tasks simultaneously leaves deficient time for consideration and
achieving hierarchical undertakings. In some cases, not even sufficient
opportunity to perform existing cycles.
3.2.5. Techno-insecurity
Techno-insecurity is a circumstance in which learners feel under-
mined and constrained by the possibility of getting unfortunate scholas-
tic execution because of innovation and lack of education when con-
trasted with different learners.
3.3. Techno-stress inhibitors
Innovation execution isn’t an easy task as it influences exhibition and
affects individuals in the association. The job of technostress inhibitors
is to defend from the adverse consequences of techno-stressors on rep-
resentatives’ Well-being (Hang, Hussain & Amin, 2022).
• Technical support provision alludes to specialized help given to
users to tackle innovation-related issues. It portrays exercises con-
nected with end-user support that decrease the impacts of Techno-
Stress and ICT-related issues.
• Involvement facilitation is characterized as communicating rea-
soning for presenting innovations, including them in the framework
prologue to advance and application (Ragu-Nathan et al., 2008;
Tarafdar et al., 2010). Subsequently, bringing about more prominent
user fulfillment (Tarafdar et al., 2010).
• Literacy facilitation is characterized as an approach to provide ICT-
related information inside an association through proficient prepa-
ration or documentation (Ragu-Nathan et al., 2008; Dumont & Ned-
erland, 2020).
3.4. Coping strategies of technostress
On any occasion of stress, an individual embraces behavior to han-
dle upsetting circumstances. Coping depicts the individual’s Psycholog-
ical and emotional approach to address and manage distressing circum-
stances. A capacity to adapt to techno-stressors will rely upon individ-
ual assets as well as environmental variables. Adapting ways of behav-
ing are perplexing as they can be useful for various drives, contingent
upon the situation. If an adapting reaction prompts suitable results, re-
lies upon the setting in which it takes place (Tarafdar et al., 2015). An
individual assesses the stress through a Psychological examination pro-
cess and decides whether the stressors upsetting or the inhibitors are
gainful or not. Psychological examination infers an evaluative course
of the climate by people to assess how it might affect their well-being
(Sharma and Gupta, 2022).
M.M. Asad, D. Erum, P. Churi et al. International Journal of Information Management Data Insights 3 (2023) 100149

• Affect-based coping alludes to individuals’ endeavors to control ecution objective to stop the use of development, and diminished ef-
their intra-emotional encounters. Affect-based coping is an instru- fectiveness. Consequences of non-business-related technostress incorpo-
ment to mitigate trouble by limiting, lessening, and inhibiting the rate family, pessimistic feelings like resentment, burnout, uneasiness,
stressor. and in general lower levels of happiness. Technostress among learn-
• Problem-focused coping includes dealing with the stressor by mak- ers might prompt overload on the advanced education establishments
ing a move to tackle the issue, dealing with it directly, and making through decreasing proficiency, dropouts, and deviation from academic
endeavors to determine the hidden reasons. It includes preparation work. Moreover, ICT data over-burden creates dissatisfaction and stress
and finding a dynamic way to resolve the issue. in users, and prompts a decrease in their exhibition.
• Distress venting alludes to the inclination to focus on angles that are
seen as disturbing and to verbally communicate those sentiments.
4. Methodology
Distress venting Coping with Technostress mirrors a more outra-
geous type of passionate ventilation.
•
The methodology section is discussed in four parts. First, a brief
Distancing coping is described as adapting endeavors pointed to-
overview of the research strategy is discussed. Secondly, research
ward staying away from the stressor, and models incorporate with-
paradigm and rationale for selecting research design is given. Thirdly,
drawal and rejection). Distancing from ICT is a type of withdrawal
research design is discussed. Lastly, the construction of research instru-
that probably prompts troublesome results.
•
ment is described. The final part also discusses the methods used in data
Cognitive appraisal and coping infer an evaluative course of the
analysis.
climate by people to assess how it might affect their well-being. For
The review mainly relies on secondary data which was extracted via
example, positive evaluations infer that experiences with the climate
electronic search. As a search strategy Thesaurus was used to yield the
and innovation are harmless and are considered to safeguard and
best results and different search terms were used by adding and deleting
upgrade well-being, prompting happiness and fulfillment. Whereas,
the possible synonyms or other related terms. Specifically, following key
adverse examinations suggest that associations with innovation are
terms were used to identify relevant articles: Technostress, Technostress
tiresome to an individual yet controllable utilizing proper adapting
Inhibitors/ moderators, Technostress and Adult Learning. To polish and re-
exertion. Moreover, danger examinations show that the individual
fine the search process, on Scopus, Web of Science and ERIC platform -
expects a danger to their Well-being or execution because of the in-
“Custom search (2010-2022)” option was utilized to find the most recent
novation experience, in this way causing a pessimistic inclination
articles on the subject. The quest for search brought around 7300 arti-
because the connection between individual and climate brings harm
cles out of which 80 articles were shortlisted for sharp thought of survey.
to the individuals’ well-being (Sharma and Gupta, 2022).
Articles from diverse context were studied. Inclusion criteria for short-
listing articles were based on the language and relevancy of the articles.
3.5. Consequences of technostress
Therefore, articles published only in English language were shortlisted.
Articles from information system literature were also being considered.
Learners of any age may encounter technostress somewhat, yet adult
Moreover, articles only from reliable databases, published in indexed
learners appear to be more inclined to it. Gender, age, technical sup-
Scopus, Web of Science journals such as Elsevier, Springer, IEEE, Hin-
port, and individual proficiency play a significant role in incorporating
dawi, MDPI, Taylor and Frances, and so forth were brought into con-
the intensity of technostress among adult learners (Aziz et al., 2021).
sideration. Furthermore, only topic-relevant articles were selected. Ar-
Technostress has adversely posed challenges to the physiological, emo-
ticles proposing empirical data and analyzing findings were reviewed.
tional, behavioral, and Psychological well-being of learners. Technos-
Whereas, articles in other languages, irrelevant, published before 2010,
tress hinders learners’ overall capacity and responsiveness. Technostress
published in journals other than Web of Index Journals, and having no
can prompt an assortment of unfortunate results to individuals’ Psycho-
major impact factor were excluded. Abstracts and introductions of short-
logical and physiological Well-being, for example, disappointment, ner-
listed articles were thoroughly analyzed to identify the unit of analysis
vousness, and feeling overwhelmed. It can influence their work perfor-
of those articles which highlighted the existence of knowledge gap in
mance, causing fixation issues, biasing their decisions of advanced inno-
the context of the current study.
vation, and diminishing work execution. Learners with high technostress
As far as the rationale of this review is concerned, the principal aim
may lessen their inclusion in investigating advancement or may even
was to investigate the available body of literature regarding the effect of
stop their utilization. From the physiological perspective, it might bring
technostress on learners’ Well-being and highlight the intricacies it poses
about spinal pains, migraines, neck torment, body ache, muscle strain,
in learning processes. In addition, this review also draws attention to the
stomach uneasiness, fast pulse, and restlessness. Moreover, from an emo-
dominant stressors of technostress Eventually, the study also aimed at
tional perspective, its belongings are exhaustion, nervousness, disap-
highlighting the coping strategies which are frequently suggested by re-
pointment, absence of appreciation, feeling unfortunate, distrustfulness,
searchers as best suited to improve the teaching and learning processes.
and so forth. Furthermore, from a behavioral perspective, it comprises
Moreover, the quest for search also aimed to find out the dominant stres-
of sleep deprivation, reluctance, social withdrawal, etc. Additionally,
sors, inhibitors, and consequences associated with Technostress.
from a psychological perspective, it is comprised of data over-burden,
to dissect, to assess routine positions lead to dissatisfactions, hindrances
created by innovative capacity, demotivation, and extended time work- 4.1. Research paradigm
ing with advancement. Accordingly, job conflict and uncertainty seem to
prompt a decrease in efficiency, strain, disappointment, and Psycholog- The philosophical stance for this study is an empiricist metaphysical
ical withdrawal from work. It frequently concerns a contention between perception that is a positivist approach, keeping in view its ease of use,
the individual’s time, assets, or capacities. There exists a role struggle be- logical, and organized way to deal with research. Holding the view that
tween necessities and job assumptions. Role over-burden happens when the world is being founded on constant, universal laws, and to com-
the apparent assumptions for partners are difficult to accomplish within prehend or to make sense of this information we need to observe the
the given limits. Thusly, the degree to which the time and authoritative occasion in an orderly manner. The world involves discrete, discernible
assets accessible to the individual are deficient to meet the assumptions components, and occasions that communicate through estimation are
of the characterized job. Technostress adversely impacts user motivation dependable. Proclaiming that all parts of data collection are predeter-
to use innovation. Unnecessary utilization of computer advances leads mined at the beginning. Having an unprejudiced and objective insight,
users to cease or lessen the utilization. Technostress can cause nervous- assortment, and translation of factual information has a detectable and
ness, disappointment, inadequate learning experiences, and reduced ex- quantifiable end.

5
M.M. Asad, D. Erum, P. Churi et al. International Journal of Information Management Data Insights 3 (2023) 100149

Table 1
Techno-Overload (Descriptive Statistics).

Techno-Overload N Mean Std. Deviation

Learners are forced to change their learning habits to adapt to new technologies. 564 3.6719 .96040
Learners are forced to work with very tight schedules because of emerging technologies. 564 3.4531 1.12588
Due to rapidly evolving technologies, learners are forced to work more than they can stand. 564 3.6094 1.06335
Learners are forced to work faster because of technology. 564 3.7500 .90851
Learners have a larger workload due to increased technological complexity. 564 3.7813 1.16113
Valid N (listwise) 564

4.2. Research design
This will be small-scale and cross-sectional research. The main aim
of this study is to explore, interpret, analyze, and explain the data. A
correlational research design will be adopted. As an instrument tool, a
questionnaire will be adopted based on a five-point Likert scale. Sur-
vey method will be used to collect data from participants. Findings
will be afterward reported through statistical data analysis and inter-
pretation to draw meaningful research conclusions to identify the effect
of technostress (independent Variable) on the Psychological well-being
(dependent Variable) of adult learners of a private sector University in
Sindh.
4.3. Instrument development, data collection, and analysis
The instrument for this study is adopted from (Ragu-Nathan et al.,
2008). However, the instrument was adopted from earlier examinations,
it was again checked for testing its appropriateness in the present set-
ting. The substance legitimacy was checked first by leading an intensive
literature review, and afterward, a pre-pilot study was done by item-
wise checking from field specialist of the university. Based on the feed-
back, items were revised and afterward, a pilot study (30 respondents)
was done to check for the rest. Five-point Likert scale was used rang-
ing from 1-5 (1: strongly disagree, 2: Disagree, 3: Neutral, 4: Agree,
5: strongly agree). The tool is categorized into six constructs “Techno-
Overload, Techno-Invasion, Techno-Complexity, Techno-Uncertainty,
Techno-Insecurity, and Psychological well-being” having 28 items. The
data was collected by purposive sampling from postgraduate students
at a private sector University in Sindh. The number of respondents was
564. The respondents of the study were principally young and middle-
aged grown-ups. For result analysis, the data was computed in SPSS
Software version 27.0. The reliability test yields the cumulative Cron-
bach alpha value 0.856 which lies under the excellent range of Cron-
bach Alpha. Whereas, to check the normality of data Shapiro-Wilk test
was run which indicated that the data is not normally distributed be-
cause the significance value is less than 0.05 in all constructs. Hence,
the assumption of normality is violated. Therefore, it is concluded that
non-parametric test for correlation (Spearman Test) will be run on this
data.
4.4. Comparison with the other qualitative studies
Our quantitative study is validated through non-parametric tests
like spearman was compared with the qualitative study published in
recent literature. The comparison of our statistical study with ex-
isting qualitative study on technostress was done for the following
purpose:
• To enhance and validate our findings on technostress and it’s impact
on psychological well being for post graduate students sample data.
• The discussion section (Section 6) is being made stronger through
comparing facts of our findings and published literature.
5. Results and findings
This segment reports the results of the investigation carried out on
primary data with the assistance of the survey tool adapted to figure
out the appropriateness of the objectives for the current study through
testing the hypothesis framed. In the subsequent tables, the descriptive
and Spearman tests results are analyzed and interpreted. Initially, the
descriptive analysis of the computed data is reported construct-wise.
Item-wise descriptive results are yielded but the interpretation of only
the items with high and low means is presented concerning the mean
range by Hassam (2015). At last spearman test of correlation is inter-
preted.
5.1. Descriptive analysis
5.1.1. Descriptive analysis of Techno-overload
Techno-overload is the first techno-stressor reported. The descriptive
analysis depicted in Table 1 indicates that out of five, four indicators lie
under the strongly satisfied (high) range as their mean is above 3.50. The
highest indicator is Learners have a larger workload due to increased tech-
nological complexity with the mean value 3.7813, SD=1.16113. Whereas,
only one indicator which is Learners are forced to work with very tight
schedules because of emerging technologies lies under the satisfied (mod-
erate) range with the mean value 3.4531, SD=1.12588.
5.1.2. Descriptive analysis of techno-invasion
Table 2 represents the descriptive results for Techno-invasion, which
indicates that though all four indicators lie under the strongly satisfied
(high) range as their mean is above 3.50 but indicator with the highest
mean is Learners spend less time with family because of technology with the
mean value 4.1562, SD=0.89476. Whereas, the lowest mean indicator is
Learners have to be always available due to this technology with the mean
value 3.5469, SD=0.99091.
5.1.3. Descriptive analysis of techno-complexity
The descriptive analysis of Techno-complexity is depicted in Table 3
which indicates that out of four, three indicators lie under the satis-
fied (moderate)range. The highest mean indicator is Learners need much

Table 2
Techno- invasion (Descriptive Statistics).

Techno- invasion N Mean Std. Deviation

Learners spend less time with family because of technology. 564 4.1562 .89476
Learners sacrifice their personal time and weekends to keep themselves up-to-date with new technologies 564 3.7813 .98349
Learners feel that their personal life is being invaded because of information technology 564 3.6875 .85217
Learners have to be always available due to this technology. 564 3.5469 .99091
Valid N (listwise) 564

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M.M. Asad, D. Erum, P. Churi et al. International Journal of Information Management Data Insights 3 (2023) 100149

Table 3
Techno-complexity (Descriptive Statistics).

Techno- complexity N Mean Std. Deviation

Learners need much time to identify the uses of new technologies. 564 3.5156 1.06893
Learners do not know enough about the technology used in the university to perform tasks satisfactorily. 564 3.3594 1.08916
Learners do not find enough time to study and upgrade their technological skills 564 3.3125 .95743
Learners often find understanding and using new technologies to be very complex. 564 3.4062 1.04985
Valid N (listwise) 564

Table 4
Techno-uncertainty (Descriptive Statistics).

Techno-uncertainty N Mean Std. Deviation

The technologies used in our university are always evolving. 564 3.7344 .91274
There are frequent changes in the computer networks used in our university. 564 3.3906 .86588
There are constant changes in computer software in our university. 564 3.4844 .87273
There are constant changes in computer hardware in our university. 564 3.3750 .91721
Valid N (listwise) 564

Table 5
Techno-insecurity (Descriptive Statistics).

Techno-insecurity N Mean Std. Deviation

Learners have to constantly update their skills to avoid being replaced. 564 3.6562 1.07229
Learners do not share their ICT knowledge with their classmates for fear of being replaced. 564 3.2812 1.27825
Learners often feel nervous in front of classmates with newer technology skills. 564 3.9063 5.34142
Learners feel incompetent to ensure task efficiency due to new technologies. 564 3.4063 1.06486
Valid N (listwise) 564

Table 6
Psychological well-being (Descriptive Statistics).

Psychological well-being N Mean Std. Deviation

Learners feel competent to actively engage in the learning process using give technologies. 564 3.6719 1.02438
Learners sometimes show a passive-aggressive attitude due to excessive use of technologies. 564 3.6563 1.02692
Learners feel stressed out using innovations for learning. 564 3.6250 1.01575
Learners feel motivated to acquire innovative skills for learning. 564 4.3906 5.09160
Learners feel overburdened due to rapid reframing of technologies. 564 3.7188 .89918
Learners skip social gatherings due to increase anger/ Passiveness. 564 3.6562 1.11581
Learners give up trying to reach their learning goals due to memorizing excessive data and commands. 564 3.8750 1.06160
Valid N (listwise) 564

time to identify the uses of new technologies lie under the strongly satis-
fied (high) range with the mean value 3.5156, SD= 1.06893. Whereas,
the lowest mean indicator is Learners do not find enough time to study
and upgrade their technological skills with the mean value 3.3125, SD=
0.95743.
isfied range. The highest mean indicator is Learners feel motivated to
acquire innovative skills for learning with the mean value 4.3906, SD=
5.09160. Whereas, the indicator with lowest mean value is Learners skip
social gatherings due to increase anger/ Passiveness with the mean value
3.6562, SD= 1.11581.

5.1.4. Descriptive analysis of techno-uncertainty

The descriptive analysis of Techno-uncertainty indicates that out of
four only one indicator The technologies used in our university are always
evolving lies under the range of strongly satisfied with the mean range of
3.7344, SD= 0.91274. Whereas, three indicators lie under the satisfied
(moderate) range. The indicator with the lowest mean is There are con-
stant changes in computer hardware in our university with the mean value
3.3750, SD=0.91721, as depicted in Table 4 below.
5.1.5. Descriptive analysis of techno-insecurity
Table 5 depicts the descriptive analysis of Techno-insecurity which
indicates that out of four indicators, the highest mean indicator is Learn-
ers often feel nervous in front of classmates with newer technology skills with
the mean value 3.9063, SD=5. Whereas the lowest mean indicator is
Learners do not share their ICT knowledge with their classmates for fear of
being replaced with the mean value 3.2812, SD= 1.27825.
5.1.6. Descriptive analysis of psychological well-being
The descriptive analysis of Psychological well-being is depicted in
Table 6 which indicates that all seven indicators lie under strongly sat-
5.2. Spearman correlation analysis
When the normality assumption was violated, Spearman Correlation
test was run. The results extracted from the test allude to that the coef-
ficient of correlation for techno-overload and techno-invasion is 0.310,
sig=0.013, N=64. Whereas, the coefficient of correlation for techno-
complexity is 0.395, sig=0.001, N=64. Moreover, the coefficient of cor-
relation for techno-uncertainty is 0.272, sig=0. 030, N=64. The find-
ings extracted indicate that there is a weak correlation between techno-
overload, techno-invasion, techno-complexity, and techno-uncertainty
with the Psychological well-being of post-graduate learners. Lastly, the
coefficient of correlation for techno-insecurity is 0. 418, sig= 0.001,
N=64. This alludes to the moderate correlation of techno-insecurity with
the Psychological well-being of post graduate learners. Hence, it is con-
cluded that though weak but there is an association of techno-stressors
on the Psychological well-being of post-graduate learners. Keeping in
view, the alternative hypothesis is accepted as depicted in Table 7 be-
low.

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M.M. Asad, D. Erum, P. Churi et al. International Journal of Information Management Data Insights 3 (2023) 100149

Table 7
Spearman correlations.

Spearman Correlations

Techno- Techno- Techno- Techno- Techno- Psychological

overload invasion complexity uncertainty insecurity Well-being

Spearman’s rho Techno-overload Correlation Coefficient 1.000 .338∗∗ .266∗ .174 .274∗ .310∗
Sig. (2-tailed) . .006 .034 .169 .028 .013
N 564 564 564 564 564 564
Techno-invasion Correlation Coefficient .338∗∗ 1.000 .331∗∗ .319∗ .235 .310∗
Sig. (2-tailed) .006 . .007 .010 .062 .013
N 564 564 564 564 564 564
Techno-complexity Correlation Coefficient .266∗ .331∗∗ 1.000 .405∗∗ .421∗∗ .395∗∗
Sig. (2-tailed) .034 .007 . .001 .001 .001
N 564 564 564 564 564 564
Techno-uncertainty Correlation Coefficient .174 .319∗ .405∗∗ 1.000 .298∗ .272∗
Sig. (2-tailed) .169 .010 .001 . .017 .030
N 564 564 564 564 564 564
Techno-insecurity Correlation Coefficient .274∗ .235 .421∗∗ .298∗ 1.000 .418∗∗
Sig. (2-tailed) .028 .062 .001 .017 . .001
N 564 564 564 564 564 564
Psychological Correlation Coefficient .310∗ .310∗ .395∗∗ .272∗ .418∗∗ 1.000
Well-being Sig. (2-tailed) .013 .013 .001 .030 .001 .
N 564 564 564 564 564 564
∗∗
Correlation is significant at the 0.01 level (2-tailed).
∗
Correlation is significant at the 0.05 level (2-tailed).

Table 8
Mean rank test.

Gender N Mean Rank Sum of Ranks

Techno-overload Male 343 32.40 1393.00

Female 221 32.71 687.00
Total 564
Techno-invasion Male 343 31.91 1372.00
Female 221 33.71 708.00
Total 564
Techno-complexity Male 343 34.12 1467.00
Female 221 29.19 613.00
Total 564
Techno-uncertainty Male 343 34.41 1479.50
Female 221 28.60 600.50
Total 564
Techno-insecurity Male 343 34.12 1467.00
Female 221 29.19 613.00
Total 564

reasonably higher than female respondents which is 34.12. While, for

Fig. 2. Graphical representation of population based on Gender Orientation.
5.3. Graphical representation of population based on gender orientation
The pie chart below (Fig. 2) represents the percentage of participants
for both groups. 343 male respondents took part in the study carrying
67.19 Percentage. Whereas, 221 female respondents took part in the
study carrying 32.81 percentage.
5.4. Rank mean analysis
As discussed in methodology section (3.3), the data is not normally
distributed. Henceforth, non- Parametric test for Independent Sample
T-Test (Mann Whitney U Test) was run. The Mean Rank Analysis of
the variable “Techno-overload” indicates that for male respondents the
mean rank is 32.40. While, for female, the mean rank is comparatively
higher which is 32.71. Similarly, the mean rank analysis of the vari-
able “Techno-invasion” alludes to that for male respondents the mean
rank is 31.91. While, for female, the mean rank is again moderately
higher which is 33.71. Whereas, the mean rank analysis of the variable
“Techno-complexity” refers that for male respondents the mean rank is
female, the mean rank is 29.19. Likewise, the mean rank analysis of the
variable “Techno-uncertainty” mentions that for male respondents the
mean rank is relatively higher than female respondents which is 34.41.
While, for female, the mean rank is 28.60. Also, the mean rank analysis
of the variable “Techno-insecurity” represents that for male respondents
the mean rank is fairly higher than female respondents which is 34.12.
While, for female, the mean rank is 29.19 as depicted in Table 8 below.
5.5. Test statistics
The findings obtained from the data in Table 9 revealed that the
Mann-Whitney test U value for techno-overload is 447.000 and the sig
is 0.948. Whereas, techno-invasion carries the value 4226.000, sig=
0.712. However, the third variable (techno- complexity) carries the
value 382.500, sig= 0.237. Likewise, techno-uncertainty carries the
value 369.500, sig= 0.237. Similarly, techno-insecurity carries the value
382.000, sig= 0.317.
6. Discussion and conclusion
Most people like digitalization because it makes people’s lives eas-
ier, boosts productivity and efficiency at work, and encourages a societal
shift that leads to a bright future. Researchers have focused on questions

8
M.M. Asad, D. Erum, P. Churi et al.
Table 9
Test statistics.
Techno-overload Techno-invasion
Mann-Whitney U 447.000 426.000
Wilcoxon W 1393.000 1372.000
Z -.065 -.369
Asymp. Sig. (2-tailed) .948 .712
a. Grouping Variable: Gender
regarding the psychological costs and benefits of ICT use as technology
use has grown in popularity. However, there are downsides to the ex-
panding use and distribution of ICTs. Literature has demonstrated the
way that innovation use can cause technostress and accentuated the sig-
nificance of concentrating on the most proficient methods to decrease
the outcomes of techno-stressors (Can & Kaya, 2016; Bong & Suh, 2016).
Numerous studies have looked into the connection between PWB and
technology use, but there is still a lot to learn. Moreover, findings ex-
tracted from the literature also suggest that technostress prompts the
feeling of incapability in supportable practices that influence the perfor-
mance of learners (Wang & Yao, 2021; Tan & Ameil, 2022). Technostress
might lead learners to neglect to get done with day-to-day scholarly re-
sponsibilities, supersede learners’ exercises and the capacity to control
what is going on, increment disappointment, and outrage among learn-
ers, which causes delaying and evasion, bringing intricacy and vulnera-
bility (Tarafdar et al. 2015, 2019). Given the wide variety of psycholog-
ical states that can be associated with technology use, one high-priority
area of this research writing is aimed at deepening our understanding
of the relationship between technology use and PWB of learners.
Furthermore, this section is divided into four sections; viz. contribu-
tion to the literature and Research Implications, Practical Implications
and Future research.
6.1. Contribution to the literature
In response to the research questions, this short-scale study has
intertwined five dominant stressors of technostress (Techno-insecurity,
Techno-overload, Techno-complexity, Techno-invasion, and Techno-
uncertainty). Statistical results shows that, among the five intertwined
techno-stressors- techno-insecurity has the most significant effect on
the Psychological well-being of learners. Contradictory to the findings
yielded by the Upadhyaya & Vrinda (2021), that among all the five stres-
sors techno-invasion significantly contributes to technostress among stu-
dents. Also, the findings of the current study revealed that all these stres-
sors showed varying conduct on well-being of learners. The examina-
tions additionally uncover a few astonishing impacts of control factors
like gender (e.g., men responded better to errands) and computer usage
(users with high computer self-efficacy) that highlight the requirement
for separated reactions to technostress. The same findings are yield by
Vendramin et al. (2021). Hence, findings extracted from this study ex-
plored that though weak but technostress has an association on learners’
Psychological Well-being as depicted in Table 7 above.
Based on the findings extracted from the spearman analysis, it is
concluded that techno-overload does not have significant impact on the
psychological well-being of learners. Despite the fact that learners need
to change their learning habits to adjust to the new climate of teaching-
learning, it is a piece of cake for them to learn quicker and longer since
they are already exposed to technology. Furthermore, a modest number
of respondents disagreed that they have to work in a very tight schedule
since ICT is adaptable and they are more tech-savvy. Additionally, the
utilization of innovation didn’t influence the learners’ personal life, they
actually have available energy to do different exercises. Shockingly, this
finding goes against a past report, which finds a critical connection be-
tween techno-overload and scholarly results. The finding additionally
demonstrates that the higher the intricacy of innovation, the lower the
learner’s fulfillment towards tasks since students need to invest a lot of
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International Journal of Information Management Data Insights 3 (2023) 100149
Techno-complexity Techno-uncertainty Techno-insecurity
382.000 369.500 382.000
613.000 600.500 613.000
-1.002 -1.183 -1.000
.317 .237 .317
energy in obtaining skills of recently experienced complexities of the
innovation. This finding is supported by the finding of Qi (2019), as de-
spite the fact that, learners feel unsure due to frequent updates in the
applications and stages utilized in educating, they are as yet happy with
the framework use since they are fast pace learners who are techno-
literate. While, respondents concurred that because of quick develop-
ment in the field learners, feel shaky because of dread of being out of
date.
According to the data retrieved from the Mean Rank Test (Table 8),
it is evident that among all five intertwined stressors, two stressors
(Techno-overload and Techno-invasion) has higher mean for female
respondents. Whereas, three stressors (Techno-complexity, Techno-
uncertainty, Techno-insecurity) yield the higher mean for male respon-
dents. This indicates that the effect of stressors varies for both gender
based on the intricacy of task-technological characteristics, computer
literacy, organization mechanism, and timeline associated to tasks.
6.2. Research implications
Preserving the relevance of the subject to the present paradigm. This
research has led to three different outcomes. By using the example of a
group of people who are thought to be among those who use private ICT
the most frequently and are also highly susceptible to suffering from its
negative effects, it first contributes to the advancement of theory regard-
ing the negative effects of technostress. Secondly, it has the potential to
produce practical knowledge that will make it possible for educators,
parents, and higher education establishments to better protect learners
from the negative effects of technostress, such as improving their coping
skills. Thirdly, the findings of the study will provide learners at higher
education institutions with a roadmap for how they will use technology
to pursue higher education in the future.
The primary objective of the study was to examine the effect of tech-
nostress on Psychological well-being of post graduate learners, in re-
fining the objective the secondary aim was to analyze the relationship
between techno-stressors and Psychological well-being. To yield the re-
sults, the current assemblage of writing incorporated five triggers of
Technostress also called stressors. Moreover, to analyze the findings, this
study reaches out to earlier exploration on the impacts of technostress
creators on Psychological well-being. Subsequently, the absence of help
for alternative hypothesis gives a theoretically nuanced comprehen-
sion of the connections between technostress creators and Psycholog-
ical well-being. Contrary to what was hypothesized techno-stressors did
not have a significant moderating impact on Psychological Well-being.
While analyzing the data, it was interpreted that among the incorpo-
rated stressors, techno-insecurity has the highest and techno-uncertainty
has the least effect on Psychological Well-being of post graduate learn-
ers. Whereas, techno-overload and techno-invasion have equally weak
effect on Psychological well-being of postgraduate learners. Moreover,
techno-complexity lies in the middle of the stressors in terms of its ef-
fects on Psychological Well-being of learners (Alfalah, 2023). Lastly, it
is anticipated that the effect of techno-stressors depends on three sorts
of elements individual and errand characteristics and hierarchal mecha-
nisms. While the growing body of literature considers technostress as an
individual and organizational viewpoint, the technostress writing to a
great extent lacks both points of view. Subsequently, the current exami-
nation considerably reaches out to earlier technostress research contex-
M.M. Asad, D. Erum, P. Churi et al.
Table 10
Qualitative study is existing literature.
Citation Year Sample size Sample details
Aktan and Toraman (2022) 2022 525 Teachers in higher education
(during COVID pandemic)
Mushtaque, et al (2022) 2022 369 Newly enrolled medical students
Reginald Govender, & Mpungose (2022) 2022 13 Lecturers in south African
university
Kim, Park, Kim, Kim, & Seo (2022) 2022 25 12 low-stress participants and 13
high-stress participants.
tualizing the aforementioned perspectives on the technostress setting.
This study also encourages future research studies in the field of tech-
nology and education in Asia and internationally (Al-Mamary, 2022a,
2022b).
6.3. Practical implications
This study might add to current examination and practice on tech-
nostress, in the accompanying ways. To begin with, it tends to call
for more thorough hypothesis-driven explorations to work on the com-
prehension of the technostress peculiarity (Sharma & Gupta, 2022;
Zhao, Wang, Wu, & Dong, 2022) second, it answers the call for research
models with restrictive impacts in light of sound and conceptualized hy-
potheses. Third, this study tends to address the peculiarity of technos-
tress from an educational perspective by incorporating a multidimen-
sional approach. Fourth, this study has shown the appropriateness and
viability of the SSO model in unwinding how technostress may influ-
ence post-graduate learners’ Psychological well-being. Fifth, this study
adds to the restricted however arising stream of exploration on poten-
tial drawbacks related to the reconciliation of innovation in advanced
education. Sixth, institutional endeavors looking for fruitful execution
of systematization of innovation are encouraged to think about the in-
tervention factors like orientation, scholastic disciplines, physiological,
and Psychological views, rather than taking a one-size-fits-all method-
ology.
6.4. Future study
Albeit this study assisted with addressing the exploration inquiries,
by and large, there were some likely constraints of this empirical study.
As only a few reliable were looked to address the research problems.
Furthermore, the number of studies, restricted language (English) re-
jection of non-electronic inquiries, the restricted time range, restricted
settings, and the class of the writing can likewise add to the impediment
of the study. Aside from contemplates in explicit settings, more investi-
gations can be incorporated from various settings to enlarge the extent
of this audit. Moreover, the peculiarity can be explained with longitudi-
nal research.The future study will also focus on creating strong findings
through mix method approach.
Although our study do not cover a qualitative approach on technos-
tress impact on individual’s psychological well-being, we listed the ex-
isting literature on qualitative analysis on technostress impact. Table 10
summaries our findings.
Declarations
Ethics approval and consent to participate
Not applicable.
10
International Journal of Information Management Data Insights 3 (2023) 100149
Findings
• Technostress negatively impacted to teacher’s life and performance.
• Female teacher’s job satisfaction level was more than male teachers.
• Due to technostress, students experienced challenges in engagement,
time constraints etc.
• A positive aspect such as saving time during travel due to pandemic is
also recorded.
• Technostress impacted lecturers to handle pressure from university
management.
• Study recommends to lecturers to teach them with inner-self to
enhance online learning experience.
• A machine learning based experimental study was supported by
qualitative analysis revealed that high stress participants suffer over
cognitive load as compared to low stress participants.
Consent for publication
Not applicable.
Availability of data and material
Data is not applicable since it is a review study.
Funding
No funding is applicable.
Declaration of Competing Interest
Author declares that there are no competing interests.
Acknowledgements
Authors would like to thank editors and reviewers for their support.
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