Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/80812
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dc.contributorDepartment of Management and Marketingen_US
dc.creatorQi, Cen_US
dc.date.accessioned2019-06-06T04:00:02Z-
dc.date.available2019-06-06T04:00:02Z-
dc.identifier.issn0144-929Xen_US
dc.identifier.urihttp://hdl.handle.net/10397/80812-
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.rights© 2019 Informa UK Limited, trading as Taylor & Francis Groupen_US
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in Behaviour & Information Technology on 27 Feb 2019 (Published online), available online: http://www.tandfonline.com/10.1080/0144929X.2019.1585476en_US
dc.subjectMobile deviceen_US
dc.subjectMobile learningen_US
dc.subjectTechnostressen_US
dc.subjectAcademic performanceen_US
dc.titleA double-edged sword? Exploring the impact of students’ academic usage of mobile devices on technostress and academic performanceen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage1337en_US
dc.identifier.epage1354en_US
dc.identifier.volume38en_US
dc.identifier.issue12en_US
dc.identifier.doi10.1080/0144929X.2019.1585476en_US
dcterms.abstractThe proliferation of mobile technology provides not only myriads of opportunities to support teaching and learning, but also challenges or even stress to the mobile device users in higher education. On the basis of the Person-Technology fit model (P-T fit model), this study developed a theoretical framework to investigate the double-edged effect of students’ academic usage of mobile devices. Specifically, we compared the positive effect (boost academic performance) with the negative effect (bring technostress) of mobile device usage among university students. We further investigated the moderating role of mobile technology self-efficacy toward technostress. Data were collected among 208 university students. Results corroborated that students’ academic usage of mobile devices does not lead to technostress; however, it helps in enhancing academic performance. Moreover, students’ individual differences, e.g. mobile technology self-efficacy and extent of usage significantly influence the technostress.en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationBehaviour & information technology, 2019, v. 38, no. 12, p. 1337-1354en_US
dcterms.isPartOfBehaviour & information technologyen_US
dcterms.issued2019-
dc.identifier.ros2018000124-
dc.identifier.eissn1362-3001en_US
dc.description.validate201906 bcrcen_US
dc.description.oaAccepted Manuscripten_US
dc.identifier.FolderNumbera0298-n02en_US
dc.description.pubStatusPublisheden_US
Appears in Collections:Journal/Magazine Article
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