How technostress creators are associated with cognitive overload: the mediating role of emotional exhaustion in academia.

BACKGROUND

Based on the Transactional Model of Stress and Coping and Cognitive Overload Theory, this study explores the association of technostress creators with cognitive overload in academia. Specifically, the authors examined the mediating role of emotional exhaustion on this relationship.

METHOD: The authors surveyed higher education students from universities in China. We employed a time-lag survey method to test the relationships between the variables used in the research model, utilizing partial least squares structural equation modeling (PLS-SEM) through SmartPLS.

RESULTS

The findings indicate that technostress creators, modeled as a higher-order construct reflected by five lower-order dimensions (techno-complexity, techno-overload, techno-invasion, techno-insecurity, and techno-uncertainty), significantly and positively correlate with cognitive overload and emotional exhaustion. Emotional exhaustion is also significantly and positively associated with cognitive overload. Furthermore, emotional exhaustion was identified as a significant mediator, though this mediating role should be interpreted as data-inferred and requires confirmation through longitudinal or experimental designs. These findings advance the application of the Transactional Model of Stress and Coping and Cognitive Load Theory in digital learning environments. This study offers two key theoretical contributions. First, it extends technostress research by identifying cognitive overload as positively associated with technostress creators among higher education students. Second, it reveals emotional exhaustion as a novel mediating mechanism explaining how technostress creators correlate with cognitive overload. Policymakers should design targeted interventions such as counseling services and stress management workshops to mitigate technostress, while academic institutions and teachers can implement strategies to help students manage technology-related academic stress.

CONCLUSIONS

These findings advance the application of the Transactional Model of Stress and Coping and Cognitive Load Theory in digital learning environments. This study offers two key theoretical contributions. First, it extends technostress research by identifying cognitive overload as positively associated with technostress creators among higher education students. Second, it reveals emotional exhaustion as a novel mediating mechanism explaining how technostress creators correlate with cognitive overload. Policymakers should design targeted interventions such as counseling services and stress management workshops to mitigate technostress, while academic institutions and teachers can implement strategies to help students manage technology-related academic stress.