Cargando…

A multigroup analysis of factors underlying teachers’ technostress and their continuance intention toward online teaching

Online teaching has been implemented in response to the COVID-19 pandemic. Nonetheless, teaching online consumes considerable time and adds pressure to teachers' daily lives. Teachers have to not only acquire technical skills but also provide engaging instruction online. Meanwhile, privacy brea...

Descripción completa

Detalles Bibliográficos
Autores principales:	Chou, Hui-Lien, Chou, Chien
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Elsevier Ltd. 2021
Materias:	Article
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9758501/ https://www.ncbi.nlm.nih.gov/pubmed/36569235 http://dx.doi.org/10.1016/j.compedu.2021.104335

Ejemplares similares

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress
por: Panisoara, Ion Ovidiu, et al.
Publicado: (2020)

Impact of Technostress on Continuance Intentions to Use Mobile Technology
por: Khlaif, Zuheir N., et al.
Publicado: (2022)

Teacher Technostress in the Chilean School System
por: Estrada-Muñoz, Carla, et al.
Publicado: (2020)

Understanding the Impact of Technostress on University Teachers’ Online Teaching During the COVID-19 Pandemic with the Transactional Theory of Stress (TTS)
por: Wang, Qiong, et al.
Publicado: (2023)

Teaching after the pandemic: The role of technostress and organizational support on intentions to adopt remote teaching technologies
por: Gabbiadini, Alessandro, et al.
Publicado: (2023)

Factors That Impact the Relationship between Perceived Organizational Support and Technostress in Teachers
por: Solís, Patricia, et al.
Publicado: (2023)

Mobile technology features and technostress in mandatory online teaching during the COVID-19 crisis
por: Khlaif, Zuheir N., et al.
Publicado: (2023)

Technostress in Spanish University Teachers During the COVID-19 Pandemic
por: Penado Abilleira, Maria, et al.
Publicado: (2021)

Technostress of Chilean Teachers in the Context of the COVID-19 Pandemic and Teleworking
por: Estrada-Muñoz, Carla, et al.
Publicado: (2021)

Factors Influencing Teacher’s Technostress Experienced in Using Emerging Technology: A Qualitative Study
por: Khlaif, Zuheir N., et al.
Publicado: (2022)

Factors Affecting English Language Teachers’ Behavioral Intentions to Teach Online under the Pandemic Normalization of COVID-19 in China
por: Gao, Yanjun, et al.
Publicado: (2023)

The relationship between Technostress levels and job satisfaction of Teachers within the COVID-19 period
por: Aktan, Osman, et al.
Publicado: (2022)

Teaching in the shadows: Exploring teachers’ intentions and behaviors towards private tutoring in Bangladesh
por: Alam, Md. Bayezid, et al.
Publicado: (2022)

Secondary teachers’ competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice
por: Chiriacescu, Fabiola Sanda, et al.
Publicado: (2023)

Can welfare states buffer technostress? Income and technostress in the context of various OECD countries
por: Lauterbach, Ann S., et al.
Publicado: (2023)

Consequences of COVID-19 Confinement for Teachers: Family-Work Interactions, Technostress, and Perceived Organizational Support
por: Solís García, Patricia, et al.
Publicado: (2021)

Effect of Frugality and Cognition on Forest Health Tourism Intention–A Mediating Effect Analysis Based on Multigroup Comparison
por: Li, Ying, et al.
Publicado: (2022)

A new scale to assess technostress levels in an Italian banking context: the Work-Related Technostress Questionnaire
por: Porcari, Desirée Estela, et al.
Publicado: (2023)

Multigroup Equivalence Analysis for High-Dimensional Expression Data
por: Yang, Celeste, et al.
Publicado: (2015)

Social media exposure, interpersonal network, and tampon use intention: A multigroup comparison based on network structure
por: Yang, Yin, et al.
Publicado: (2022)

The effects of a gamified online course on pre-service teachers’ confidence, intention, and motivation in integrating technology into teaching
por: Wu, Min Lun, et al.
Publicado: (2023)

Examining teachers’ behavioural intention for online teaching after COVID-19 pandemic: A large-scale survey
por: Khong, Hang, et al.
Publicado: (2022)

A comparative study of Chinese and American preservice teachers’ intention to teach online based on the Theory of Planned Behavior
por: Wang, Yang
Publicado: (2022)

Preventing Technostress Through Positive Technology
por: Brivio, Eleonora, et al.
Publicado: (2018)

Employee mindfulness and proactive coping for technostress in the COVID-19 outbreak: The roles of regulatory foci, technostress, and job insecurity
por: Tuan, Luu Trong
Publicado: (2022)

Development and Validation of an Attitude Scale towards Online Teaching and Learning for Higher Education Teachers
por: Sangwan, Anupma, et al.
Publicado: (2020)

Technostress Among University Teachers in Higher Education: A Study Using Multidimensional Person-Environment Misfit Theory
por: Wang, Xinghua, et al.
Publicado: (2019)

Factor Associated With Teacher Satisfaction and Online Teaching Effectiveness Under Adversity Situations: A Case of Vietnamese Teachers During COVID-19
por: Pham, Phuong-Tam, et al.
Publicado: (2021)

Drivers of teachers’ intentions to use mobile applications to teach science
por: Ateş, Hüseyin, et al.
Publicado: (2021)

Factors Influencing the Teaching Intention of Business College Teachers to Fulfill Digital Entrepreneurship Courses
por: Yu, Tai-Kuei, et al.
Publicado: (2022)

The Group-Level Consequences of Sexual Conflict in Multigroup Populations
por: Eldakar, Omar Tonsi, et al.
Publicado: (2011)

The Role of Mindfulness in Mitigating the Negative Consequences of Technostress
por: Ioannou, Athina, et al.
Publicado: (2022)

The impact of teleworking technostress on satisfaction, anxiety and performance
por: Fernández-Fernández, María, et al.
Publicado: (2023)

Mindfulness and technostress in the workplace: a qualitative approach
por: Ioannou, Athina
Publicado: (2023)

Is There a Sampling Bias in Research on Work-Related Technostress? A Systematic Review of Occupational Exposure to Technostress and the Role of Socioeconomic Position
por: Borle, Prem, et al.
Publicado: (2021)

Teaching during a pandemic: do university teachers prefer online teaching?
por: Saha, Sourav Mohan, et al.
Publicado: (2021)

Urban tourist profiles during the pandemic in Taiwan: A multigroup analysis
por: Liu, Sung-Ta
Publicado: (2023)

Control of a multigroup COVID-19 model with immunity: treatment and test elimination
por: Zhai, Shidong, et al.
Publicado: (2020)

Analysis of the factors influencing teamwork among oncology nurses based on multigroup structural equation model
por: Xu, Xiaoxia, et al.
Publicado: (2022)

Technostress Dark Side of Technology in the Workplace: A Scientometric Analysis
por: Bondanini, Giorgia, et al.
Publicado: (2020)

Cannot write session to /tmp/vufind_sessions/sess_tv6nb0puld66mkaps1tl9dgdi7