The Impact of Technostress on Student Satisfaction and Performance Expectancy

• Published in: Asian Journal of University Education
• Main Author: Abd Aziz N.N.; Kader M.A.R.A.; Ab Halim R.
• Format: Article
• Language: English
• Published: UiTM Press 2021
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85121789409&doi=10.24191%2fajue.v17i4.16466&partnerID=40&md5=2d562d3fa705e3b2cc3bf7d5fe2d7ab2

Technostress can be seen as a relevant factor that may affect student satisfaction and student performance. However, a lack of research has been carried out to analyse the simultaneous effect of the four technostress dimensions, namely techno-overload, techno-complexity, techno-insecurity, and techno-uncertainty on student satisfaction and performance expectancy. Performance expectancy is appropriate to use as an endogenous construct since this research was carried out during open and distance learning (ODL) implementation and before the final examination. Hence, this study aims to investigate the association between the four technostress dimensions towards student satisfaction. This research also seeks to examine the relationship between student satisfaction and performance expectancy among undergraduates. A total of 500 self-administered questionnaires were distributed but 458 valid questionnaires were found. All of the respondents were at the diploma level from UiTM Pahang Branch Campus. An online survey questionnaire was used since all respondents were in their hometowns due to the Malaysian government’s Movement Control Order (MCO). In this study, SEM-AMOS was conducted to evaluate the measurement model and to test the hypotheses. This study found that techno-complexity displays a more significant contribution to student satisfaction and performance expectancy than techno-uncertainty. However, the results explicitly imply that the influence of techno-overload and techno-insecurity on students’ satisfaction and performance expectancy is not significant. © 2021