Eğitim Alanında Yapılan Teknostres Konulu Araştırmalar Üzerine Sistematik Bir Analiz

Burcu Duman; Tuğba Oğuz

Eğitim Alanında Yapılan Teknostres Konulu Araştırmalar Üzerine Sistematik Bir Analiz

Öz

Araştırmanın amacı, eğitim alanında yapılan teknostres konulu araştırmaların sistematik olarak analiz edilmesidir. Araştırmada, sistematik derleme yöntemi kullanılmıştır. Web of Science (WOS) veri tabanı üzerinden eğitim alanı ile ilgili olan ve araştırma başlığında “technostress” kelimesinin geçtiği toplam 34 araştırma analiz edilmiştir. Bu araştırmalar; yayın yılı, WOS indeksleri, ülkeleri, alıntı konuları, sürdürülebilir kalkınma hedefleri, yıllara göre konu değişimleri ve konu yoğunlukları açısından incelenmiştir. Araştırma sonuçlarına göre 2020-2022 yıllarında araştırmalar sayıları gitgide artmış ve en fazla araştırma 2022 yılında yapılmıştır. Araştırmaların çoğu, SSCI ve ESCI indekslerinde taranmaktır. Araştırmaların ülkelere göre dağılımları çeşitlik göstermiş; en fazla araştırma Çin’de yapılmıştır. Araştırmalarda iş tatmini, internet bağımlılığı, dijital öğrenme, teknoloji kabul modeli ve iklim güvenliği gibi konulara atıfta bulunulmuştur. Araştırmalar kaliteli eğitim, sağlık ve kaliteli yaşam ve iklim eylemi başlıklı sürdürülebilir kalkınma hedefleri ile ilişkilendirilmiştir. Günümüzde teknostres konulu araştırmaların BİT yetkinliği, öğrenme tükenmişliği, uzaktan eğitim, TPACK, bilgisayar öz yeterliği, akıllı telefon kullanımı üzerine yoğunlaştığı söylenebilir. Türkiye’de tüm öğretim kademelerinde teknostres konulu araştırmaların sayısı artırılabilir. Velilerin, öğrencilerin ve çeşitli kıdem gruplarından öğretmenlerin teknoloji kabullerini konu alan teknostres araştırmaları yapılabilir.

Anahtar Kelimeler

Kaynakça

Abd Aziz, N.N., Aziz, M.A. & Abd Rahman, N.A.S. (2023). The mediating effects of student satisfaction on technostress-performance expectancy relationship in university students. Journal of Applied Research in Higher Education, 15(1), 113-129.
Akour, A., Al-Tammemi, A. B., Barakat, M., Kanj, R., Fakhouri, H. N., Malkawi, A., & Musleh, G. (2020). The impact of the COVID-19 pandemic and emergency distance teaching on the psychological status of university teachers: A cross-sectional study in Jordan. American Journal of Tropical Medicine and Hygiene, 103(6), 2391–2399. https://doi.org/10.4269/ajtmh.20- 0877
Aktan, O., & Toraman, Ç. (2022). The relationship between Technostress levels and job satisfaction of Teachers within the COVID-19 period. Education and Information Technologies, 1-25.
Al-Fudail, M. & Mellar, H. (2008) Investigating teacher stress when using technology. Computers and Education, 51, 1103-1110.
Araoz, E.G.E., Ramos, N.A.G., Loayza, K.H.H., Valverde, Y.P. & Herrera, R.Q. (2021). Technostress in students of a public university in the Peruvian amazon during the COVID-19 pandemic. Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education, 6, e12777.
Arnetz, B. B., & Wiholm, C. (1997). Technological stress: Psychophysiological symptoms in modern offices. Journal of psychosomatic research, 43(1), 35-42.
Arslan, H., Şahin, Y. L., Odabaşı, H. F., & Okur, M. R. (2022). An investigation of change in teachers’ technostress levels before and after the Covid-19 outbreak. Educational Media International, 1-17. Bondanini, G., Giorgi, G., Ariza-Montes, A., Vega-Muñoz, A., & Andreucci-Annunziata, P. (2020).
Technostress dark side of technology in the workplace: A scientometric analysis. International Journal of Environmental Research and Public Health, 17(21), 8013.

Borle, P., Reichel, K., Niebuhr, F., & Voelter-Mahlknecht, S. (2021). How are techno-stressors associated with mental health and work outcomes? A systematic review of occupational exposure to information and communication technologies within the technostress model. International Journal of Environmental Research and Public Health, 18(16), 8673.
Brivio, E., Gaudioso, F., Vergine, I., Mirizzi, C. R., Reina, C., Stellari, A., & Galimberti, C. (2018). Preventing technostress through positive technology. Frontiers in psychology, 9, 2569.
Brod, C. (1984). Technostress: The human cost of the computer revolution. Reading, Mass.: AddisonWesley.
Cahapay, M. B., & Bangoc II, N. F. (2021). Technostress, work performance, job satisfaction, and career commitment of teachers amid COVID-19 crisis in the Philippines. IJERI: International Journal of Educational Research and Innovation, 16, 260-275.
Califf, C. B., Sarker, S., & Sarker, S. (2020). The bright and dark sides of technostress: A mixed-methods study ınvolving healthcare IT. MIS Quarterly, 44(2), 809-856.
Carreon, T., Rotas., E., Cahapay, M., Garcia, K., Amador, R., & Anoba, J. L. (2021). Fear of COVID-19 and remote teaching burnout of Philippine K to 12 teachers. International Journal of Educational Research and Innovation (IJERI), 15, 552–567.
Chandra, S., Shirish, A., & Srivastava, S. C. (2019). Does technostress inhibit employee innovation? Examining the linear and curvilinear influence of technostress creators. Communications of the Association for Information Systems, 44, 299 – 331.
Christian, M., Purwanto, E., & Wibowo, S. (2020). Technostress creators on teaching performance of private universities in Jakarta during Covid-19 pandemic. Technology Reports of Kansai University, 62(6), 2799-2809.
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 29, 147-157.
Dragano, N., & Lunau, T. (2020). Technostress at work and mental health: concepts and research results. Current Opinion in Psychiatry, 33(4), 407-413.
Efilti, E., & Çoklar, A. N. (2019). Teachers' technostress levels as an ındicator of their psychological capital levels. Universal Journal of Educational Research, 7(2), 413-421.
Erdoğan, E., & Akbaba, B. (2022). The role of gender, TPACK, school support and job satisfaction in predicting the technostress levels of social studies teachers. Education & Science, 47(210), 193-215.
Golz, C., Peter, K. A., Müller, T. J., Mutschler, J., Zwakhalen, S. M., & Hahn, S. (2021). Technostress and digital competence among health professionals in Swiss psychiatric hospitals: Cross-sectional study. JMIR mental health, 8(11), e31408.
Govender, R., & Mpungose, C. (2022). Lecturers’ technostress at a South African university in the context of coronavirus (COVID-19). Cogent Education, 9(1), 2125205.
Gökbulut, B., & Dindaş, S. (2022). Öğretmenlerin mesleki tükenmişlik ve teknostres düzeylerinin incelenmesi. International Journal of Eurasia Social Sciences (IJOESS), 13(47), 42-59.
Gustavo, E. A. E. & Antonio, G.R.N. (2022). Technostress in the educational context: An emerging problem during the COVID-19 pandemic. Apuntes Universitarios, 12(1), 447-451.
Hanley, T., & Cutts, L. (2013). What is a systematic review? Counselling Psychology Review, 28(4), 3- 6.
Hunutlu, S., & Kucuk, S. (2022). Examining EFL teachers' TPACK perceptions, Web 2.0 tools usage, workload, and technostress levels. International Journal of Computer-Assisted Language Learning and Teaching, 12(1).
Idoiaga Mondragon, N., Berasategi Sancho, N., Dosil Santamaria, M., & Ozamiz-Etxebarria, N. (2021). Reopening of schools in the covid-19 pandemic: The quality of life of teachers while coping with this new challenge in the north of spain. International Journal of Environmental Research and Public Health, 18(15), 1-13. https://doi.org/10.3390/ijerph18157791
Joo, Y. J., Lim, K. Y., & Kim, N. H. (2016). The effects of secondary teachers’ technostress on the intention to use technology in South Korea. Computers & Education, 95, 114-122.
Kader, M. A. R., Abd Aziz, N. N., Mohd Zaki, S., Ishak, M., & Hazudin, S. F. (2022). The effect of technostress on online learning behaviour among undergraduates. Malaysian Journal of Learning and Instruction, 19(1), 183–211.
Karuppan, C. M. (1997). Advanced manufacturing technology and stress: Technology and management support policies. International Journal of Technology Management, 14(2-4), 254-264.
Khan, A. A., Jamil, A., & Bakhsh, K. (2020). Role of organizational environment in reducing the effect of techno-stress on work behavior of the university teachers. Global Social Sciences Review, 1, 313- 321.
Khlaif, Z.N., Khalili, F., Affouneh, S., & Tlili, A. (2023a). How remote leaning during crisis affect technostress levels experienced by academicians. Education and Information Technologies, 28, 11075–11100.
Khlaif, Z.N., Sanmugam, M., Joma, A.I., Odeh, A., & Barham, K. (2023b). Factors influencing teacher's technostress experienced in using emerging technology: A qualitative study. Technology Knowledge and Learning, 28(2), 865-899.
Khlaif, Z.N., Sanmugam, M., & Ayyoub, A. (2023). Impact of technostress on continuance intentions to use mobile technology. Asia-Pacific Education Researcher, 32(2), 151–162.
Kupersmith, J. (1992). Technostress and the reference librarian. Reference Services Review, 20(2), 7-50. La Torre, G., De Leonardis, V., & Chiappetta, M. (2020). Technostress: how does it affect the productivity and life of an individual? Results of an observational study. Public Health, 189, 60-65.
Leslie S. L., Renee K., & Derek R. L. (2023). Webcams and technostress: The complicated web of amplified online learning, webcam use, and technostress during COVID 19, Interactive Learning Environments, 1-12.
Maier, C., Laumer, S., Wirth, J., & Weitzel, T. (2019). Technostress and the hierarchical levels of personality: a two-wave study with multiple data samples. European Journal of Information Systems, 28(5), 496-522.
Maipita, I., Dongoran, F., Syah, D. H. & Sagala, G. (2023). TPACK, organizational support, and technostress in explaining teacher performance during fully online learning. Journal of Information Technology Education: Research, 22, 41-70.
Marrinhas, D., Santos, V., Salvado, C., Pereira, A., & Pedrosa, D. (2023). Burnout and Technostress during the COVID-19 pandemic: the perception of higher education teachers and researchers. Frontiers in Education,8, 1-10.
Mehrolia, S., Alagarsamy, S., & Jeevananda, S. (2021). The dark side of technology-enabled teaching: Impact of technostress on student performance. International Journal of Mobile and Blended Learning, 13(3), 36-57.
Mohan, G., McCoy, S., Carroll, E., Mihut, G., Lyons, S., & Mac Domhnaill, C. (2020). Learning for all? Second-level education in Ireland during COVID-19. Economic and Social Research Institute (ESRI) Research Series.
Murphy, C., Marcus-Quinn, A., & Hourigan, T. (2021). Technostress in secondary education settings. Coping with COVID: Advancing education, NAACE Journal, 89, 17-23.
Mushtaque, I., Awais-E-Yazdan, M., & Waqas, H. (2022). Technostress and medical students’ intention to use online learning during the COVID-19 pandemic in Pakistan: The moderating effect of computer self-efficacy. Cogent Education, 9(1), 1-15.
Nang, A. F. M., Maat, S. M., & Mahmud, M. S. (2022). Teacher technostress and coping mechanisms during COVID-19 pandemic: A systematic review. Pegem Egitim ve Ogretim Dergisi, 12(2), 200- 212. Nimrod, G. (2022). Technostress in a hostile world: Older internet users before and during the COVID- 19 pandemic. Aging & Mental Health, 26(3), 526-533.
Nisafani, A. S., Kiely, G., & Mahony, C. (2020). Workers’ technostress: A review of its causes, strains, inhibitors, and impacts. Journal of Decision Systems, 29(1), 243-258.
Niu, L., Wang, X., Wallace, M. P., Pang, H., & Xu, Y. (2022). Digital learning of English as a foreign language among university students: How are approaches to learning linked to digital competence and technostress? Journal of Computer Assisted Learning, 38(5), 1332-1346.
Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N., & Dosil Santamaría, M. (2021). The psychological state of teachers during the COVID-19 crisis: The challenge of returning to faceto-face teaching. Frontiers in Psychology, 11, 1–10. https://doi.org/10.3389/fpsyg.2020.620718
Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Pflügner, K., Maier, C., & Weitzel, T. (2021). The direct and indirect influence of mindfulness on technostressors and job burnout: A quantitative study of white-collar workers. Computers in Human Behavior, 115, 106566.
Pirkkalainen, H., Salo, M., Tarafdar, M., & Makkonen, M. (2019). Deliberate or instinctive? Proactive and reactive coping for technostress. Journal of Management Information Systems, 36(4), 1179-1212.
Rafsanjani, M. A., Prakoso, A. F., Nurlaili, E. I., Kurniawan, R. Y., & Wulandari, W. (2023). Technostress and Continuance Intention of Online Learning in Higher Education: Evidence from Indonesia. Journal on Efficiency and Responsibility in Education and Science, 16(3), 220–230.

Ayrıntılar

Birincil Dil

Türkçe

Konular

Öğretim Teknolojileri

Bölüm

Araştırma Makalesi

Yazarlar

Burcu Duman ^*
0000-0001-7414-8866
Türkiye

Tuğba Oğuz
0000-0003-0384-6119
Türkiye

Yayımlanma Tarihi

29 Aralık 2023

Gönderilme Tarihi

5 Ekim 2023

Kabul Tarihi

28 Aralık 2023

Yayımlandığı Sayı

Yıl 2023 Cilt: 7 Sayı: 2

IZ

https://izlik.org/JA65PS43DF

Kaynak Göster

RIS / Bibtex

APA

Duman, B., & Oğuz, T. (2023). Eğitim Alanında Yapılan Teknostres Konulu Araştırmalar Üzerine Sistematik Bir Analiz. Bartın University Journal of Educational Research, 7(2), 195-210. https://izlik.org/JA65PS43DF

AMA

1.Duman B, Oğuz T. Eğitim Alanında Yapılan Teknostres Konulu Araştırmalar Üzerine Sistematik Bir Analiz. BUJER. 2023;7(2):195-210. https://izlik.org/JA65PS43DF

Chicago

Duman, Burcu, ve Tuğba Oğuz. 2023. “Eğitim Alanında Yapılan Teknostres Konulu Araştırmalar Üzerine Sistematik Bir Analiz”. Bartın University Journal of Educational Research 7 (2): 195-210. https://izlik.org/JA65PS43DF.

EndNote

Duman B, Oğuz T (01 Aralık 2023) Eğitim Alanında Yapılan Teknostres Konulu Araştırmalar Üzerine Sistematik Bir Analiz. Bartın University Journal of Educational Research 7 2 195–210.

IEEE

[1]B. Duman ve T. Oğuz, “Eğitim Alanında Yapılan Teknostres Konulu Araştırmalar Üzerine Sistematik Bir Analiz”, BUJER, c. 7, sy 2, ss. 195–210, Ara. 2023, [çevrimiçi]. Erişim adresi: https://izlik.org/JA65PS43DF

ISNAD

Duman, Burcu - Oğuz, Tuğba. “Eğitim Alanında Yapılan Teknostres Konulu Araştırmalar Üzerine Sistematik Bir Analiz”. Bartın University Journal of Educational Research 7/2 (01 Aralık 2023): 195-210. https://izlik.org/JA65PS43DF.

JAMA

1.Duman B, Oğuz T. Eğitim Alanında Yapılan Teknostres Konulu Araştırmalar Üzerine Sistematik Bir Analiz. BUJER. 2023;7:195–210.

MLA

Duman, Burcu, ve Tuğba Oğuz. “Eğitim Alanında Yapılan Teknostres Konulu Araştırmalar Üzerine Sistematik Bir Analiz”. Bartın University Journal of Educational Research, c. 7, sy 2, Aralık 2023, ss. 195-10, https://izlik.org/JA65PS43DF.

Vancouver

1.Burcu Duman, Tuğba Oğuz. Eğitim Alanında Yapılan Teknostres Konulu Araştırmalar Üzerine Sistematik Bir Analiz. BUJER [Internet]. 01 Aralık 2023;7(2):195-210. Erişim adresi: https://izlik.org/JA65PS43DF