1- PhD Student in Public Management Specializing in Organizational Behavior, Aras international campus of University of Tehran, Tehran, Iran.
2- Full Professor, Faculty Member of Management and Accounting College, Campus of Farabi, University of Tehran, Tehran, Iran. ,Hzarea@ut.ac.ir
3- Assistant Professor, Faculty Member of Management and Accounting, College of Farabi, University of Tehran, Tehran, Iran.
4- Associate Professor, Faculty Member of Management and Accounting, College of Farabi, University of Tehran, Iran.
2- Full Professor, Faculty Member of Management and Accounting College, Campus of Farabi, University of Tehran, Tehran, Iran. ,
3- Assistant Professor, Faculty Member of Management and Accounting, College of Farabi, University of Tehran, Tehran, Iran.
4- Associate Professor, Faculty Member of Management and Accounting, College of Farabi, University of Tehran, Iran.
Abstract: (22 Views)
Objective: The goal of this study was to present a model for psychological well-being of students with an emphasis on the role of technostress in the context of medical education in health.
Methods: The present research was conducted with a qualitative approach using grounded theory. The research participants were experts familiar with technostress phenomenon in medical education who were chosen through purposive sampling and theoretical saturation. Thus, the data collection process was completed using a total of 22 semi-structured interviews, and data analysis was done during three phases: open, axial and selective coding. To enhance validity and reliability of results, strategies such as model review and documentation of analytic steps by experts were utilized.
Results: The causal conditions of technostress were functional dependence upon technology, cognitive strain, technological insecurity, concerns regarding error and evaluation, stress of continued updating, digital multitasking and individual-technology conflict. These circumstances shaped students’ approach to technology in interaction with contextual factors as well as intervening factors, namely features of university educational environment as. Action and interaction strategies in institutional and individual levels reduced technostress and promoted the psychological well-being of students.
Conclusions: Psychological well-being of students in technology-based educational environments is a function of synergy between institutional university strategies with individual student approaches for managing the technostress. Supportive and empowering interventions should be designed in both levels.
Methods: The present research was conducted with a qualitative approach using grounded theory. The research participants were experts familiar with technostress phenomenon in medical education who were chosen through purposive sampling and theoretical saturation. Thus, the data collection process was completed using a total of 22 semi-structured interviews, and data analysis was done during three phases: open, axial and selective coding. To enhance validity and reliability of results, strategies such as model review and documentation of analytic steps by experts were utilized.
Results: The causal conditions of technostress were functional dependence upon technology, cognitive strain, technological insecurity, concerns regarding error and evaluation, stress of continued updating, digital multitasking and individual-technology conflict. These circumstances shaped students’ approach to technology in interaction with contextual factors as well as intervening factors, namely features of university educational environment as. Action and interaction strategies in institutional and individual levels reduced technostress and promoted the psychological well-being of students.
Conclusions: Psychological well-being of students in technology-based educational environments is a function of synergy between institutional university strategies with individual student approaches for managing the technostress. Supportive and empowering interventions should be designed in both levels.
Type of Study: Original |
Subject:
Evolutionary Psychology
Received: 2026/02/2 | Accepted: 2026/06/14
Received: 2026/02/2 | Accepted: 2026/06/14
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