Understanding the Impact of Technostress on University Teachers’ Online Teaching During the COVID-19 Pandemic with the Transactional Theory of Stress (TTS)-Reference-Cited by-同舟云学术

Understanding the Impact of Technostress on University Teachers’ Online Teaching During the COVID-19 Pandemic with the Transactional Theory of Stress (TTS)

Published:2023-03-20 Issue:1 Volume:33 Page:187-198
ISSN:0119-5646
Container-title:The Asia-Pacific Education Researcher
language:en
Short-container-title:Asia-Pacific Edu Res

Author:

Wang Qiong,Zhao Guoqing^ORCID,Yao Ni

Funder

National Social Science Foundation of China

Hunan social science achievements Committee

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s40299-023-00718-0.pdf

Reference58 articles.

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2. Allen, T. D., Herst, D. E. L., Bruck, C. S., & Sutton, M. (2000). Consequences associated with work-to-family conflict: A review and agenda for future research. Journal of Occupational Health Psychology, 5(2), 278–308.

3. Ayyagari, R., Grover, V., & Purvis, R. (2011). Technostress: Technological antecedents and implications. MIS Quarterly, 35(4), 831–858.

4. Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115.

5. Besser, A., Lotem, S., & Zeigler-Hill, V. (2022). Psychological stress and vocal symptoms among university professors in israel: Implications of the shift to online synchronous teaching during the COVID-19 pandemic. Journal of Voice, 36(2), 291.e9-291.e16.

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