Validation of an instrument using exploratory factor analysis to measure technostress in university students

Globalization and the integration of Information and Communication Technologies (ICT) have profoundly transformed academic and professional sectors, offering significant benefits while also presenting psychosocial risks such as technostress. This phenomenon, characterized by difficulty adapting to ICT, impacts well-being and academic performance, particularly among university students. This study, conducted on 211 business administration students from a Mexican university, examines technostress using a questionnaire validated through exploratory factor analysis, identifying two main dimensions: ICT usage and academic stress. Findings indicate that 43.1% of research participants experience significant levels of ICT-related technostress, while 31.8% associate it with the academic environment. These results underscore the need for pedagogical strategies to mitigate the negative impact of technostress and promote healthy ICT use in educational settings.