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Organizations invest in information security (IS) technology to be more competitive; however, implementing IS measures creates environmental conditions, such as overload uncertainty, and complexity, which can cause employees technostress, eventually resulting in poor security performance. This study seeks to contribute to the intersection of research on regulatory focus (promotion and prevention) as a type of individual personality traits, technostress, and IS.

A survey questionnaire was developed, collecting 346 responses from various organizations, which were analyzed using the structural equation model approach with AMOS 22.0 to test the proposed hypotheses.

The results indicate support for both the direct and moderating effects of security technostress inhibitors. Moreover, a negative relationship exists between promotion-focused employees and facilitators of security technostress, which negatively affects strains (organizational commitment and compliance intention).

Organizations should develop various programs and establish a highly IS-aware environment to strengthen employees' behavior regarding IS. Furthermore, organizations should consider employees' focus types when engaging in efforts to minimize security technostress, as lowering technostress results in positive outcomes.

IS management at the organizational level is directly related to employees' compliance with security rather than being a technical issue. Using the transaction theory perspective, this study seeks to enhance current research on employees' behavior, particularly focusing on the effect of individuals' personality types on IS. Moreover, this study theorizes the role of security technostress inhibitors for understanding employees' IS behaviors.

COVID-19 has galvanized educational institutions to rapidly adopt technology-enhanced learning (TEL) environment where students are required to use and manage a diverse set of information and communication technologies (ICTs). Using the Transactional Theory of Stress, the authors investigate the impact of a TEL environment on students' stress, cognitive appraisal and coping. The authors also explore how the TEL environment impacts students' learning satisfaction and performance.

A survey using Qualtrics was developed to collect the data from 275 undergraduate students. The authors used the Partial Least Squares (PLS) through SmartPLS for instrument validation and testing of the structural model. The reflective-formative model was applied as the measures used to evaluate the first-order constructs are unidimensional, and the second-order construct has a formative measurement.

Students experienced technology-related stress due to ICT use. The negative appraisal such as harm and threat leads to emotion-focused coping among students, while the constructive appraisal such as positive and challenge leads to problem-focused coping. Emotion-focused coping was found to negatively impact learning satisfaction, while problem-focused coping was found to positively impact satisfaction. The authors also found that students with a higher level of experience with online and hybrid classes, higher confidence in computer usage and lower anxiety are better equipped to deal with technostress.

This study provides the first comprehensive technostress model in the IS literature that uses formative modeling to explain technostress creators and inhibitors and emotion-focused coping and problem-focused coping, as was intended by the Transactional Theory of Stress. The result allows for rethinking TEL environment by drawing attention to strategies that can reduce technological complexity and uncertainty. For future research, it may be helpful to perform a longitudinal or experimental study to obtain rigorous causal inference.

There is limited research on the impact of technostress in the field of higher education. Also, technostress has been used inconsistently in Information Systems research, with the majority of research focusing on technostress creators and inhibitors only. This research incorporates all the constructs of the original theory adding new knowledge to the IS literature about the nature and causes of stress created by the use of technology.

This article evaluates the effect of technostress due to implementation of sales technologies on sales professionals in terms of changes in job satisfaction and role stress and potential mitigation strategies including technostress inhibitors and job commitment.

The study utilizes a survey data collection from sales professionals in B2B consultative roles selling to business customers from construction, industrial supply and business service firms, including items that explore before and after factors around a customer relationship management implementation.

Technostress results in a decrease in job satisfaction and an increase in role stress of sales professionals. Job commitment moderates the decrease in job satisfaction, i.e. the higher the job commitment the less significant the decrease in job satisfaction.

Sales forces need to implement technostress inhibitors to help mitigate the effects of technostress in exacerbating other sales professional stressors. These inhibitors should be contextualized to the unique situation of the sales organization.

The study examines the dark side of sales technologies. Our research expands current understanding by considering new relations among technostress-creating conditions and two work-related outcomes that are salient to sales professionals, namely role stress and job satisfaction. Further, we investigate the change in these outcomes before and after the implementation of sales technologies rather than only considering them at one point of time, after the fact.

Employees may see technostress, that is, the stress experienced by individuals as a result of the use of Information and Communication Technology (ICT), as a threat to their jobs. In other words, employees may have a strong sense of job insecurity because of the ICT. This study aims to examine why and when employees might respond to technology-induced job insecurity (techno-insecurity) by engaging in workplace deviance – an activity that is costly for organizations.

The authors apply partial least squares structural equation modeling to test the hypotheses, using a sample of 354 valid responses.

The authors found that job-related technostress creators and technology-related technostress creators are positively associated with techno-insecurity. Techno-insecurity affects deviant behavior by increasing employees' moral disengagement. The authors also found that informal sanctions moderated the relationship between techno-insecurity and moral disengagement, while formal sanctions moderated the relationship between moral disengagement and deviance.

This study contributes to a better understanding of employee techno-insecurity and deviance by expanding the technostress literature and applying moral disengagement theory.

In this study, the authors explore teachers' experiences of work during the pandemic using the analytic lens of technostress. More specifically, the authors investigate how the sudden transition to distance education induces technostress among teachers in relation to their teaching practice.

The data gathering method constitutes a questionnaire that explores how teachers' work situation was affected by shifting to distance education. 286 Swedish teachers answered the open-ended questionnaire.

The results demonstrate how technostress creators, technostress strains and teachers' coping strategies are expressed in teaching practice during an extreme case of digitalization.

The authors contribute to the work on technostress by suggesting the theoretical concept of “technorest” to shed light on alternative effects of the digitalization of work practice. Furthermore, the authors give examples of technorest creators which the authors term “techno-shields” and “techno-security”. The results could be interesting to enhance the understanding of the digitalization of work practices and cultivate a more favorable work situation.

This study focuses on unintended negative consequences of IT, called technostress. Given that employees are recognized as a major information security threat, it makes sense to investigate how technostress resulting from employees' constant interaction with IT influences the likelihood of security incidents. Although past research studied the concept of security-related technostress, the effect of IT use itself on employees’ extra-role activities such as security-related behaviors is unanswered. Thus, this paper aims to provide an understanding of the negative impact of technostress on employee information security policy (ISP) compliance.

Drawing on technostress literature, this research develops a research model that investigates the effect of technostress on employee intention to violate ISPs. It also extends the dimensionality of technostress construct by adding a new dimension called “techno-unreliability” that shows promising results. The authors use online survey data from a sample of 356 employees who have technology-based professions. We apply the structural equation modeling technique to evaluate the proposed research model.

Findings showed that IT use imposes high-level perceptions of a set of technostress creators, which makes users rationalize their ISP violations and engage in non-compliant behaviors. Further analysis of each dimension of technostress showed that techno-complexity, techno-invasion and techno-insecurity account for higher ISP non-compliant behaviors.

This study provides a new understanding of technostress to the context of information security and emphasizes on its negative impact on employee ISP compliance behaviors.

This paper aims to assess how digital knowledge management affects technostress in workers and how that influences the organization’s sustainability. The study applied an in-depth literature review of the following concepts and dimensions, digital knowledge management (acquisition, sharing and application), technostress (techno overload, invasion, complexity, insecurity and uncertainty) and sustainability (economic, social and environmental).

After completing the literature review, an online questionnaire was developed and disseminated through social networks. The questionnaire had four sections: classification of the respondent, questions related to knowledge management, technostress and sustainability. The final sample comprises 454 responses. First, a descriptive analysis of the sample was carried out, and second, a structural equation model by the partial least squares–structural equation modeling method was conducted.

The results show that there is a direct and positive relationship between knowledge management and technostress. This finding means that a higher level of knowledge management of firms causes a greater level of technostress among employees. The close relationship between knowledge management and the firms’ sustainability has also been confirmed. The study results have shown that gender does not have a moderating effect on the relationships reported, as there are no significant differences.

To the best of the authors’ knowledge, this study is the first to look at digital knowledge management, assessing both the levels of employee technostress and the sustainability achieved by their organizations. Thus, this study could serve as a basis for future research. In addition, it contributes to the scarce academic literature on technostress and digital knowledge management levels.

The impact of stress on personal and work-related outcomes has been studied in the information systems (IS) literature across several professions. However, the cybersecurity profession has received little attention despite numerous reports suggesting stress is a leading cause of various adverse professional outcomes. Cybersecurity professionals work in a constantly changing adversarial threat landscape, are focused on enforcement rather than compliance, and are required to adhere to ever-changing industry mandates – a work environment that is stressful and has been likened to a war zone. Hence, this literature review aims to reveal gaps and trends in the current extant general workplace and IS-specific stress literature and illuminate potentially fruitful paths for future research focused on stress among cybersecurity professionals.

Using the systematic literature review process (Okoli and Schabram, 2010), the authors examined the current IS research that studies stress in organizations. A disciplinary corpus was generated from IS journals and conferences encompassing 30 years. The authors analyzed 293 articles from 21 journals and six conferences to retain 77 articles and four conference proceedings for literature review.

The findings reveal four key research opportunities. First, the demands experienced by cybersecurity professionals are distinct from the demands experienced by regular information technology (IT) professionals. Second, it is crucial to identify the appraisal process that cybersecurity professionals follow in assessing security demands. Third, there are many stress responses from cybersecurity professionals, not just negative responses. Fourth, future research should focus on stress-related outcomes such as employee productivity, job satisfaction, job turnover, etc., and not only security compliance among cybersecurity professionals.

This study is the first to provide a systematic synthesis of the IS stress literature to reveal gaps, trends and opportunities for future research focused on stress among cybersecurity professionals. The study presents several novel trends and research opportunities. It contends that the demands experienced by cybersecurity professionals are distinct from those experienced by regular IT professionals and scholars should seek to identify the key characteristics of these demands that influence their appraisal process. Also, there are many stress responses, not just negative responses, deserving increased attention and future research should focus on unexplored stress-related outcomes for cybersecurity professionals.

This research aims to explore the potential negative effects of social media on employees' work performance in a stressful working environment.

This study model was tested using a sample of 398 social media users from China.

Structural equation modeling analysis provide support for most of the hypothesized relationships as results reveal that social stressors and technical stressors are related to exhaustion and anxiety of employees using social media. Furthermore, results reveal that exhaustion and anxiety exhibit a negative influence on employees' work performance.

This study extends the authors’ understanding of how social stressors and technical stressors are related to work performance. The integration of the transactional theory of stress and coping with socio-technical systems offers a holistic view to explain the phenomenon of stress in the social media context.

Amid the coronavirus disease 2019 (COVID-19) pandemic, higher education institutions (HEI) all over the world have transitioned to online teaching. The purpose of this study is to examine the impact of technostress and negative emotional dissonance on online teaching exhaustion and teaching staff productivity.

Survey methodology was used to collect data from faculty members in Jordanian universities. A total of 217 responses were analyzed to test the research model.

The research findings reveal that technostress creators have various impact on online teaching exhaustion and teaching staff productivity. Negative emotional dissonance has positive impact on both online teaching exhaustion and teaching staff productivity. Further, online teaching exhaustion is negatively associated with teaching staff productivity.

This research extends prior literature on technostress by examining the phenomenon in abnormal conditions (during a crisis). It further integrates technostress theory with emotional dissonance theory to better understand the impact of technostress creators on individual teaching staff productivity while catering for the interactional nature of teaching which is captured through emotional dissonance theory.

The research offers valuable insights for HEI and policymakers on how to support teaching staff and identifies strategies that should facilitate a smooth delivery of online education.

Unlike prior research that have examined technostress under normal operational conditions, this research examines the impact of technostress during a crisis. This study shows that technostress creators vary in their impact. Moreover, this study integrates technostress theory with emotional dissonance theory. While technostress theory captures the impact of technostress creators on individual teaching staff productivity, emotional dissonance theory captures the dynamic nature of the teaching process that involves interactions among teachers and students.