The Role of Techno-Eustress in Technology-Enhanced IT Learning

This research explores the bright side of technostress, contrasting prior studies focusing on its adverse effects. Drawing on the transactional model of stress and coping and the holistic stress model, we investigate how personal and organizational coping resources influence techno-eustress and learning performance in information technology training. Our research model is validated with a sample of 644 graduate students who completed technology-enhanced learning courses in an information systems program. Despite the positive association between personal and organizational coping resources, we find both resources are positively linked to techno-eustress and subsequent learning performance. These findings challenge existing assumptions and offer new insights into the relationship between coping resources, techno-eustress, and learning outcomes. Our study fills a literature gap, providing a better understanding of technostress effects, and discussing the theoretical and practical implications. These findings have significant implications for researchers, practitioners, and educators seeking to optimize technology use in training contexts.

Automated summary

This research explores the positive aspects of technostress, which differs from previous studies that focused on its negative effects. Drawing on the transactional model of stress and coping and the holistic stress model, the study investigates the influence of personal and organizational coping resources on techno-eustress and learning performance in information technology training. The research model is validated with a sample of 644 graduate students who completed technology-enhanced learning courses in an information systems program. Despite the positive association between personal and organizational coping resources, the study finds that both resources are positively linked to techno-eustress and subsequent learning performance. These findings challenge existing assumptions and provide new insights into the relationship between coping resources, techno-eustress, and learning outcomes. The study fills a literature gap, offering a better understanding of technostress effects and discussing theoretical and practical implications.