{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,4,1]],"date-time":"2026-04-01T21:57:11Z","timestamp":1775080631702,"version":"3.50.1"},"reference-count":99,"publisher":"Emerald","issue":"2","license":[{"start":{"date-parts":[[2022,3,8]],"date-time":"2022-03-08T00:00:00Z","timestamp":1646697600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["ITP"],"published-print":{"date-parts":[[2023,3,21]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>COVID-19 has galvanized educational institutions to rapidly adopt technology-enhanced learning (TEL) environment where students are required to use and manage a diverse set of information and communication technologies (ICTs). Using the Transactional Theory of Stress, the authors investigate the impact of a TEL environment on students' stress, cognitive appraisal and coping. The authors also explore how the TEL environment impacts students' learning satisfaction and performance.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>A survey using Qualtrics was developed to collect the data from 275 undergraduate students. The authors used the Partial Least Squares (PLS) through SmartPLS for instrument validation and testing of the structural model. The reflective-formative model was applied as the measures used to evaluate the first-order constructs are unidimensional, and the second-order construct has a formative measurement.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>Students experienced technology-related stress due to ICT use. The negative appraisal such as harm and threat leads to emotion-focused coping among students, while the constructive appraisal such as positive and challenge leads to problem-focused coping. Emotion-focused coping was found to negatively impact learning satisfaction, while problem-focused coping was found to positively impact satisfaction. The authors also found that students with a higher level of experience with online and hybrid classes, higher confidence in computer usage and lower anxiety are better equipped to deal with technostress.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title><jats:p>This study provides the first comprehensive technostress model in the IS literature that uses formative modeling to explain technostress creators and inhibitors and emotion-focused coping and problem-focused coping, as was intended by the Transactional Theory of Stress. The result allows for rethinking TEL environment by drawing attention to strategies that can reduce technological complexity and uncertainty. For future research, it may be helpful to perform a longitudinal or experimental study to obtain rigorous causal inference. <\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>There is limited research on the impact of technostress in the field of higher education. Also, technostress has been used inconsistently in Information Systems research, with the majority of research focusing on technostress creators and inhibitors only. This research incorporates all the constructs of the original theory adding new knowledge to the IS literature about the nature and causes of stress created by the use of technology.<\/jats:p><\/jats:sec>","DOI":"10.1108\/itp-06-2021-0505","type":"journal-article","created":{"date-parts":[[2022,3,7]],"date-time":"2022-03-07T00:20:36Z","timestamp":1646612436000},"page":"626-660","source":"Crossref","is-referenced-by-count":77,"title":["Investigating the role of technostress, cognitive appraisal and coping strategies on students' learning performance in higher education: a multidimensional transactional theory of stress approach"],"prefix":"10.1108","volume":"36","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1655-6324","authenticated-orcid":false,"given":"Shwadhin","family":"Sharma","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1696-451X","authenticated-orcid":false,"given":"Babita","family":"Gupta","sequence":"additional","affiliation":[]}],"member":"140","published-online":{"date-parts":[[2022,3,8]]},"reference":[{"issue":"4","key":"key2023031806233670400_ref001","doi-asserted-by":"crossref","first-page":"1451","DOI":"10.1016\/j.compedu.2007.01.004","article-title":"Investigating the relationships among instructional strategies and learning styles in online environments","volume":"50","year":"2008","journal-title":"Computers and Education"},{"issue":"3","key":"key2023031806233670400_ref002","doi-asserted-by":"crossref","first-page":"1103","DOI":"10.1016\/j.compedu.2007.11.004","article-title":"Investigating teacher stress when using technology","volume":"51","year":"2008","journal-title":"Computers and Education"},{"key":"key2023031806233670400_ref003","first-page":"193","article-title":"Validating formative partial least squares (PLS) models: methodological review and empirical illustration","year":"2009"},{"issue":"4","key":"key2023031806233670400_ref004","doi-asserted-by":"crossref","first-page":"831","DOI":"10.2307\/41409963","article-title":"Technostress: technological antecedents and implications","volume":"35","year":"2011","journal-title":"MIS Quarterly"},{"issue":"1","key":"key2023031806233670400_ref005","doi-asserted-by":"crossref","first-page":"95","DOI":"10.1080\/02699930600562276","article-title":"Emotional approach and problem-focused coping: a comparison of potentially adaptive strategies","volume":"21","year":"2007","journal-title":"Cognition and Emotion"},{"issue":"1","key":"key2023031806233670400_ref006","doi-asserted-by":"crossref","first-page":"118","DOI":"10.1080\/1331677X.2016.1163946","article-title":"Relationship between job satisfaction and organisational performance","volume":"29","year":"2016","journal-title":"Economic Research-Ekonomska Istra\u017eivanja"},{"key":"key2023031806233670400_ref007","doi-asserted-by":"crossref","first-page":"106424","DOI":"10.1016\/j.chb.2020.106424","article-title":"COVID-19 and digital inequalities: reciprocal impacts and mitigation strategies","volume":"111","year":"2020","journal-title":"Computers in Human Behavior"},{"issue":"5-6","key":"key2023031806233670400_ref008","doi-asserted-by":"crossref","first-page":"359","DOI":"10.1016\/j.lrp.2012.10.001","article-title":"Hierarchical latent variable models in PLS-SEM: guidelines for using reflective-formative type models","volume":"45","year":"2012","journal-title":"Long Range Planning"},{"key":"key2023031806233670400_ref009","doi-asserted-by":"crossref","first-page":"2069","DOI":"10.3389\/fpsyg.2018.02069","article-title":"Ethical leadership as antecedent of job satisfaction, affective organizational commitment and intention to stay among volunteers of non-profit organizations","volume":"9","year":"2018","journal-title":"Frontiers in Psychology"},{"issue":"3","key":"key2023031806233670400_ref010","doi-asserted-by":"crossref","first-page":"351","DOI":"10.2307\/3250921","article-title":"Understanding information systems continuance: an expectation-confirmation model","volume":"25","year":"2001","journal-title":"MIS Quarterly"},{"issue":"1","key":"key2023031806233670400_ref011","first-page":"19","article-title":"Trait emotional intelligence as a moderator of the relationship between psychological distress and satisfaction with life","volume":"10","year":"2012","journal-title":"Individual Differences Research"},{"key":"key2023031806233670400_ref012","first-page":"351","article-title":"Lazarus and Folkman\u2019s psychological stress and coping theory","volume":"1","year":"2017","journal-title":"The Handbook of Stress and Health: A Guide to Research and Practice"},{"issue":"1","key":"key2023031806233670400_ref013","first-page":"61","article-title":"Key factors for determining student satisfaction in online courses. 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