This study investigated the relationships among specific technostress inhibitors (literacy facilitation, technical support provision, and involvement facilitation) and creators (techno-overload, techno-complexity, techno-insecurity, and techno-uncertainty) and their impacts on university teachers’ work performance in higher education. Data from 312 university teachers were analyzed through partial least squares structural equation modelling. The findings indicate that involvement facilitation, in particular, and technical support provision might have significantly curbing effects on three technostress creators (techno-overload, techno-complexity, and techno-insecurity). However, literacy facilitation as one technostress inhibitor might stimulate the development of technostress creators. As to the effect of technostress on university teachers’ work performance, techno-complexity and techno-insecurity had significant negative influence on their work performance. Nevertheless, techno-overload as one technostress creator was positively associated with their work performance. Meanwhile, literacy facilitation and involvement facilitation demonstrated positive effects on university teachers’ work performance. Additionally, the group comparison between young and senior university teachers suggested that literacy facilitation might more greatly boost two technostress creators (techno-overload and techno-complexity) for senior teachers than young teachers. Nonetheless, no gender difference was observed among university teachers in suffering from technostress. This study’s findings provide evidence-based support for policymakers and information and communication technology (ICT) providers in higher education to develop strategies for effective ICT integration in learning and teaching by accounting for university teachers’ technostress in the use of ICT in their work.

中文翻译：

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技术压力抑制剂和创造者及其对大学教师高等教育工作绩效的影响

本研究调查了特定技术压力抑制因素（识字促进、技术支持提供和参与促进）和创造者（技术过载、技术复杂性、技术不安全性和技术不确定性）之间的关系及其对大学教师工作绩效的影响在高等教育中。通过偏最小二乘结构方程模型分析了来自 312 名大学教师的数据。研究结果表明，参与促进，特别是技术支持提供可能对三个技术压力创造者（技术过载、技术复杂性和技术不安全）产生显着的抑制作用。然而，识字促进作为一种技术压力抑制剂可能会刺激技术压力创造者的发展。在技​​术压力对大学教师工作绩效的影响方面，技术复杂性和技术不安全感对其工作绩效有显着的负面影响。尽管如此，作为一名技术压力创造者的技术过载与他们的工作表现正相关。同时，识字促进和参与促进对大学教师的工作绩效表现出积极的影响。此外，青年教师和老年大学教师之间的群体比较表明，与青年教师相比，识字促进可能更能极大地促进老年教师的两个技术压力创造者（技术过载和技术复杂性）。尽管如此，在遭受技术压力的大学教师中没有观察到性别差异。