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Title:
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EASING TECHNOSTRESS AMONG TEACHERS: WHAT FACTORS MAKE A DIFFERENCE? |
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Author(s):
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Maria Grazia Diana, Pierpaolo Zivi, Gianluca Malatesta, Maria Lidia Mascia, Cristina Cabras, Alberto Di Domenico, Massimiliano Palmiero and Maria Pietronilla Penna |
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ISBN:
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978-989-8704-72-6 |
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Editors:
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Demetrios G. Sampson, Dirk Ifenthaler and Pedro Isaías |
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Year:
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2025 |
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Edition:
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Single |
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Keywords:
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Technostress, Cognitive Emotion Regulation, Divergent Thinking |
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Type:
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Short Paper |
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First Page:
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377 |
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Last Page:
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382 |
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Language:
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English |
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Cover:
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Full Contents:
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Paper Abstract:
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The increasing use of ICT in education has heightened technostress among teachers, affecting their well-being and
performance. This study examined whether cognitive emotion regulation and divergent thinking predict technostress in 322
Italian secondary school teachers. Using the Technostress Creator Scale, Cognitive Emotion Regulation Questionnaire, and
Alternative Uses Task, hierarchical regression analyses showed that maladaptive strategies were linked to higher
technostress (overload, invasion, complexity), while adaptive strategies reduced techno-complexity. Unexpectedly, higher
divergent thinking was associated with greater techno-invasion, possibly due to overconfidence and increased tech use.
These results highlight the need for interventions that reduce maladaptive coping and guide creative potential. To mitigate
technostress, schools should implement training programs aimed at fostering adaptive emotional regulation and
encouraging mindful technology use, especially among teachers characterized by high divergent thinking. Furthermore,
establishing support networks may promote the exchange of effective strategies and contribute to improved well-being. |
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