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Predictive Roles of Mobile Learning Attitude and Coping Strategies on Technostress among University Students
Amanulla, Ayesha
Amanulla, Ayesha
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Ayesha final (1).pdf
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The utilization of mobile devices has transformed modern education. Mobile learning is any type of formal learning where mobile devices are used for educational purposes. This type of learning has brought benefits as well as additional stress to the students. Students’ attitudes toward mobile learning and the factors that influence these attitudes have not been fully explored. This study aims to analyze the relationships between mobile learning attitude, technostress, and coping strategies used to mitigate stressful situations. It utilized the transactional model of stress and coping, in which mobile learning attitude was the primary appraisal, coping strategies were the secondary appraisal, and technostress was the response. Data was collected from 147 undergraduate students at a university in Saudi Arabia. A quantitative approach was used to collect the information. The results revealed that all three types of coping strategies can predict the level of technostress. The main predictor of technostress was avoidance coping. Mobile learning attitude did not predict technostress. The data suggested that both male and female students had similar technostress levels and attitudes about mobile learning. Male students used emotion-focused and problem-focused coping more often. No gender differences were found in avoidance coping usage. The findings can contribute to the literature on digital stress and provide valuable information for university policy makers, professors, and counselors to develop comprehensive strategies to manage the demands of digital learning. The study provides recommendations for universities, developers, and policymakers to keep students’ mental well-being at the forefront in order to create sustainable mobile learning.