An Examination of Antecedents and Consequences of Technostress among University Students: Task -Technology Fit Perspective

Abstract

Drawing on the task-technology fit framework, this study examines the antecedents and consequences of technostress students face in an online/blended-learning environment. The effect of task, technology, and individual students' characteristics was hypothesized as predictors of technostress. The impact of technostress was also examined on students' satisfaction with online learning and expected performance. Preliminary findings based on a sample of 261 university students suggest that tasks requiring interdependence and cooperative learning caused higher technostress, while technology characteristics such as perceived ease of use and usefulness negatively effect technostress. Students' conscientiousness positively affect perceptions of technostress. Unlike previous research, which examined a few antecedents of technostress, this study provides a more nuanced understanding of the causes of technostress in an online higher educational context.