Investigating the impact of technostress on academic performance: the mediating roles of exhaustion, anxiety and satisfaction

Abstract

This research aims to examine the impact of technostress on academic performance and to explore the presence of mediating factors such as exhaustion, anxiety, and satisfaction among higher education students in Ho Chi Minh city. Driven by the increasing prevalence of technology in education and its potential negative impacts, this study aims to understand how technostress influences these factors and ultimately affects academic outcomes. A quantitative research design employing a survey methodology was used to collect data from 251 higher education students. Partial Least Squares Structural Equation Modeling was employed to analyze the relationships between variables. The results confirmed the hypothesized relationships, indicating that technostress positively affects exhaustion and anxiety, while negatively impacting satisfaction. Furthermore, academic performance is negatively impacted by exhaustion, while satisfaction has a positive influence. Anxiety, however, does not appear to have a significant effect on academic performance. The study concludes that managing technostress is crucial for improving student well-being and academic success. The findings offer practical implications for educators and institutions to develop strategies for mitigating technostress and promoting a positive learning environment