Technostress and Academic Self-Efficacy among Higher Education Students

The growing use of digital technologies in higher education has both altered the teaching-learning process, and has also brought about new sources of academic stress. This paper evaluates the extent of technostress and academic self-efficacy among the students of higher education and discusses the association between the two constructs by differentiating across the chosen academic and demographic variables. A descriptive survey was used to gather data using 324 students whose data was obtained by using standardized scales of technostress and academic self-efficacy. Data was analyzed using descriptive and inferential statistical tests, which were correlation, t-test, and ANOVA. The findings showed that there was an average amount of technostress and high amount of academic self-efficacy among the students. There was a significant positive connection between the technostress and academic self-efficacy, which showed that the adaptive stress could be created by the manageable level of technological stress and boost the computer and internet students in relation to their academic assignments. The differences were significant in terms of the discipline, programme level, and locality but not in terms of gender. The findings highlight the contextual nature of technostress and underscore the importance of balanced technology integration and institutional support in fostering students’ academic self-efficacy within digital learning environments.