Academic technostress and digital coping strategies in university students of the Education Program
DOI:
https://doi.org/10.63688/k0715b12Keywords:
academic technostress, digital coping, higher education, digital well-being, teacher trainingAbstract
Introduction: the digitalization of higher education has intensified technological demands on students and has positioned academic technostress as a matter of well-being and teacher training. The aim was to analyze the levels of academic technostress and the digital coping strategies of students in the Education program, as well as the relationship between both variables.
Methodology: a quantitative, non-experimental, cross-sectional, descriptive-correlational study was conducted. A total of 165 students participated out of a population of 190 (86.8 % coverage), through non-probabilistic convenience sampling. A five-point Likert questionnaire was administered with 12 items on academic technostress (α = .904) and 8 on digital coping (α = .901); construct validity was examined through exploratory factor analysis (KMO = .914). Data were analyzed using descriptive statistics and non-parametric tests.
Results: global technostress reached a moderate level (M = 3.07; SD = 0.90) and digital coping a medium-high level (M = 3.55; SD = 0.96). The highest dimension was technological anxiety and insecurity (M = 3.42). A moderate, significant positive correlation was found between both variables (rho = .485; p < .001), confirmed by the association between levels (χ²(4) = 79.78; p < .001; Cramer's V = .492).
Conclusions: digital coping operates as a reactive response to technological demands already perceived as high, rather than as a prior protective factor, which suggests the need for institutional digital well-being measures within teacher training.
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