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Technology self-efficacy, technostress creators, technostress inhibitors, intolerance to uncertainty, e-learning, satisfaction
Al-Samarraie, H., Teng, B.K., Alzahrani, A.I., & Alalwan, N. (2018). E-learning continuance satisfaction in higher education: A unified perspective from instructors and students. Studies in Higher Education, 43(11), 2003-2019. https://doi.org/10.1080/03075079.2017.1298088
Almuwais, A., Alqabbani, S., Benajiba, N., & Almoayad, F. (2021). An Emergency Shift to e-Learning in Health Professions Education: A Comparative Study of Perspectives between Students and Instructors. International Journal of Learning, Teaching and Educational Research, 20(6), 6. https://doi.org/10.26803/ijlter.20.6.2
Bakar, N.S.A., Maat, S.M., & Rosli, R. (2018). A systematic review of teacher’s self-efficacy and technology integration. International Journal of Academic Research in Business and Social Sciences, 8(8). https://doi.org/10.6007/IJARBSS/V8-I8/4611
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co. https://bit.ly/2FVgMwH
Bordia, P., Hobman, E., Jones, E., Gallois, C., & Callan, V.J. (2004). Uncertainty during organizational change: Types, consequences, and management strategies. Journal of Business and Psychology, 18(4), 507-532. https://doi.org/10.1023/B:JOBU.0000028449.99127.f7
Caprara, G.V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers’ job satisfaction. Journal of Educational Psychology, 95(4), 821-832. https://doi.org/10.1037/0022-0663.95.4.821
Carleton, R.N., Norton, M.A.P.J., & Asmundson, G.J.G. (2007). Fearing the unknown: A short version of the Intolerance of Uncertainty Scale. Journal of Anxiety Disorders, 21(1), 105-117. https://doi.org/10.1016/j.janxdis.2006.03.014
Casero-Béjar, M.O., & Sánchez-Vera, M.M. (2022). Cambio de modalidad presencial a virtual durante el confinamiento por COVID-19: Percepciones del alumnado universitario. RIED, 25(1), 243-260. https://doi.org/10.5944/ried.25.1.30623
Chan, F.K.Y., Thong, J.Y.L., Venkatesh, V., Brown, S.A., Hu, P.J.H., & Tam, K Y. (2010). Modeling citizen satisfaction with mandatory adoption of an E-Government technology. Journal of the Association for Information Systems, 11(10), 519-549. https://doi.org/10.17705/1jais.00239
Chin, W.W. (2010). How to write up and report PLS analyses. In V. Esposito-Vinzi., W. Chin, J. Henseler, & H. Wang. (eds), Handbook of Partial Least Squares (pp. 655-690). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-540-32827-8_29
Dugas, M.J., Buhr, K., & Ladouceur, R. (2004). The role of intolerance of uncertainty in etiology and maintenance. In R.G. Heimberg, C.L. Turk, & D.S. Mennin (Eds.), Generalized anxiety disorder: Advances in research and practice (pp. 143-163). The Guilford Press. https://bit.ly/3cXDWFt
Fida, R., Paciello, M., Tramontano, C., Barbaranelli, C., & Farnese, M.L. (2015). “Yes, I can”: The protective role of personal self-efficacy in hindering counterproductive work behavior under stressful conditions. Anxiety, Stress, & Coping, 28(5), 479-499. https://doi.org/10.1080/10615806.2014.969718
Grupe, D.W., & Nitschke, J.B. (2013). Uncertainty and anticipation in anxiety: An integrated neurobiological and psychological perspective. Nature Reviews Neuroscience, 14(7), 488-501. https://doi.org/10.1038/nrn3524
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://bit.ly/3bk6MPI
Jena, R.K. (2015). Impact of technostress on job satisfaction: An empirical study among Indian academician. The International Technology Management Review, 5(3), 117-124. https://doi.org/10.2991/itmr.2015.5.3.1
Jerrim, J., & Sims, S. (2021). When is high workload bad for teacher wellbeing? Accounting for the non-linear contribution of specific teaching tasks. Teaching and Teacher Education, 105, 103395. https://doi.org/10.1016/j.tate.2021.103395
Li, L., & Wang, X. (2021). Technostress inhibitors and creators and their impacts on university teachers’ work performance in higher education. Cognition, Technology and Work, 23, 315-330. https://doi.org/10.1007/s10111-020-00625-0
Maican, C.I., Cazan, A.M., Lixandroiu, R.C., & Dovleac, L. (2019). A study on academic staff personality and technology acceptance: The case of communication and collaboration applications. Computers and Education, 128, 113-131. https://doi.org/10.1016/j.compedu.2018.09.010
Maier, C., Laumer, S., Eckhardt, A., & Weitzel, T. (2017). Giving too much social support: Social overload on social networking sites. European Journal of Information Systems, 24(5), 447-464. https://doi.org/10.1057/ejis.2014.3
Marasi, S., Jones, B., & Parker, J.M. (2022). Faculty satisfaction with online teaching: A comprehensive study with American faculty. Studies in Higher Education, 47(3), 513-525. https://doi.org/10.1080/03075079.2020.1767050
Marchiori, D.M., Mainardes, E.W., & Rodrigues, R.G. (2019). Do Individual characteristics influence the types of technostress reported by workers? International Journal of Human-Computer Interaction, 35(3), 218-230. https://doi.org/10.1080/10447318.2018.1449713
Mertens, G., Duijndam, S., Smeets, T., & Lodder, P. (2021). The latent and item structure of COVID-19 fear: A comparison of four COVID-19 fear questionnaires using SEM and network analyses. Journal of Anxiety Disorders, 81, 102415. https://doi.org/10.1016/j.janxdis.2021.102415
Mouakket, S., & Bettayeb, A.M. (2015). Investigating the factors influencing continuance usage intention of Learning management systems by university instructors: The Blackboard system case. International Journal of Web Information Systems, 11(4), 491-509. https://doi.org/10.1108/IJWIS-03-2015-0008
Pan, X. (2020). Technology acceptance, technological self-efficacy, and attitude toward technology-based self-directed learning: Learning motivation as a mediator. Frontiers in Psychology, 11, 2791. https://doi.org/10.3389/fpsyg.2020.564294
Pflügner, K., Maier, C., Mattke, J., & Weitzel, T. (2021). Personality Profiles that put users at risk of perceiving technostress: A qualitative comparative analysis with the big five personality traits. Business and Information Systems Engineering, 63(4), 389-402. https://doi.org/10.1007/s12599-020-00668-7
Polly, D., Martin, F., & Guilbaud, T.C. (2021). Examining barriers and desired supports to increase faculty members’ use of digital technologies: Perspectives of faculty, staff and administrators. Journal of Computing in Higher Education, 33(1), 135-156. https://doi.org/10.1007/s12528-020-09259-7
Pressley, T., & Ha, C. (2021). Teaching during a pandemic: United States teachers’ self-efficacy during COVID-19. Teaching and Teacher Education, 106, 103465. https://doi.org/10.1016/j.tate.2021.103465
Prifti, R. (2022). Self–efficacy and student satisfaction in the context of blended learning courses. Open Learning: The Journal of Open, Distance and e-Learning, 37(2), 111-125. https://doi.org/10.1080/02680513.2020.1755642
Ragu-Nathan, T.S., Tarafdar, M., Ragu-Nathan, B.S., & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and validation. Information Systems Research, 19(4), 417-433. https://doi.org/10.1287/isre.1070.0165
Ringle, C., Wende, S., & Becker, J. (2015). SmartPLS 3. SmartPLS GmbH. https://bit.ly/3vxn0w2
Rokhimah, S., & Sirait, A. (2021). Educator satisfaction using LMS with ICT infrastructure as a mediation variable. RSF Conference Series: Business, Management and Social Sciences, 1(3), 81-87. https://doi.org/10.31098/bmss.v1i3.291
Salah-Eddine, M., & Belaissaoui, M. (2017). Technostress, coping and job satisfaction model of information systems. In Proceedings - 2016 International Conference on Computational Science and Computational Intelligence, CSCI 2016 (pp. 139-142). IEEE. https://doi.org/10.1109/CSCI.2016.0033
Shu, Q., Tu, Q., & Wang, K. (2011). The impact of computer self-efficacy and technology dependence on computer-related technostress: A social cognitive theory perspective. International Journal of Human-Computer Interaction, 27(10), 923-939. https://doi.org/10.1080/10447318.2011.555313
Skaalvik, E.M., & Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15-37. https://doi.org/10.1007/s11218-016-9363-9
Stickney, L.T., Bento, R.F., Aggarwal, A., & Adlakha, V. (2019). Online Higher Education: Faculty Satisfaction and Its Antecedents. Journal of Management Education, 43(5), 509-542. https://doi.org/10.1177/1052562919845022
Syvänen, A., Mäkiniemi, J.P., Syrjä, S., Heikkilä-Tammi, K., & Viteli, J. (2016). When does the educational use of ICT become a source of technostress for Finnish teachers? Seminar.Net, 12(2), 95-109. https://doi.org/10.7577/seminar.2281
Tarafdar, M., Maier, C., Laumer, S., & Weitzel, T. (2020). Explaining the link between technostress and technology addiction for social networking sites: A study of distraction as a coping behavior. Information Systems Journal, 30(1), 96–124. https://doi.org/10.1111/isj.12253
Tarafdar, M., Pullins, E. Bolman., & Ragu-Nathan, T.S. (2015). Technostress: Negative effect on performance and possible mitigations. Information Systems Journal, 25(2), 103-132. https://doi.org/10.1111/isj.12042
Tinaztepe, C. (2012). The effect of desire for change on the relationship between perceived uncertainty and job related affective well being. International Journal of Social Sciences and Humanity Studies, 4(2), 127-136. https://bit.ly/3OPV1yv
UNESCO (Ed.) (2020). COVID-19 response–remote learning strategy. Remote learning strategy as a key element in ensuring continued learning. UNESCO. https://bit.ly/3JmFIfn
Upadhyaya, P., & Vrinda. (2021). Impact of technostress on academic productivity of university students. Education and Information Technologies, 26(2), 1647-1664. https://doi.org/10.1007/s10639-020-10319-9
Uzun, K., & Karata?, Z. (2020). Predictors of academic self efficacy: Intolerance of uncertainty, positive beliefs about worry and academic locus of control. International Education Studies, 13(6), 104-116. https://doi.org/10.5539/ies.v13n6p104
Venkatesh, V., Thong, J.Y.L., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use technology. MIS Quarterly, 36(1), 157-178. https://doi.org/10.2307/41410412
Ünal, E., Yamaç, A., & Uzun, A.M. (2017). The Effect of the teaching practice course on pre-service elementary teachers’ technology integration self-efficacy. Malaysian Online Journal of Educational Technology, 5(3), 39-53. https://bit.ly/3zWwcg9
Yoo, S.J., Huang, W.H., & Lee, D.Y. (2012). The impact of employee’s perception of organizational climate on their technology acceptance toward e-learning in South Korea. Knowledge Management & E-Learning: An International Journal, 4(3), 359-378. https://doi.org/10.34105/j.kmel.2012.04.028