Harry Barton Essel|Dimitrios Vlachopoulos|Akosua Tachie-Menson|Esi Eduafua Johnson|Alice Korkor Ebeheakey
Technology-Induced Stress, Sociodemographic Factors, and Association with Academic Achievement and Productivity in Ghanaian Higher Education during the COVID-19 Pandemic
Kwame Nkrumah University of Science and Technology|Amsterdam University of Applied Sciences|Kwame Nkrumah University of Science and Technology|Kwame Nkrumah University of Science and Technology|Kwame Nkrumah University of Science and Technology
covid19 pandemic affected many nations around globe including ghana first quarter 2020 avoid spread virus ghanaian government ordered universities close although begun academic year adoption emergency remote teaching ert adverse effects technostress notwithstanding advantages students academic faculty study examined two significant antecedents digital literacy technology dependence addition study scrutinized effects technostress two relevant student qualities academic achievement academic productivity descriptive correlational study method used discern prevalence technologyinduced stress among university students ghana technostress scale used sample 525 students selected based defined eligibility criteria confirmatory factor analysis cfa employed calculate measurement models structural models divergent validity convergent validity estimated average variance extracted ave coefficients correlation constructs online survey 525 university students inferred technology dependence digital literacy contributes significantly technostress additionally technostress adverse effects academic achievement academic productivity practical implications limitations future directions study also discussed