Technostress and Determinants of Academic Success among University Students: Mediation Role of Technological Literacy

Technology integration has become pervasive in the constantly evolving domain of education, presenting diverse avenues for learning and engagement among university students. However, amidst these benefits, technology’s widespread use also brings challenges, with technostress emerging as a prominent concern. This research aims to assess the impact of technostress on students’ academic motivation and psychological well-being while concurrently exploring the mediating influence of technological literacy. Using a time-lagged cross-sectional design, data on technostress, academic motivation, psychological well-being and technological literacy were gathered from 349 university students. Data analysis was conducted using JASP software with Bootstrap resampling of 5,000 replications. Findings from the study revealed a negative impact of technostress on determinants of academic success (academic motivation and psychological well-being) among students. Technological literacy was also identified as a partial mediator of the adverse effects of technostress on the determinants of academic success (academic motivation and psychological well-being). These findings have implications beyond academia, offering valuable insights for educators, policymakers, and mental health professionals. Recognising the crucial role of technological literacy in mitigating the adverse effects of technostress enables the development of effective interventions aimed at empowering students to enhance their academic motivation and psychological well-being. © 2024, Centre for Behaviour and Wellness Advocacy. All rights reserved.