Bibliometric Study and Network Mapping of Teacher Technostress Between 1992-2022

  1. Rita Louzán 1
  2. Fermín Torrano 1
  1. 1 Universidad Internacional de La Rioja
    info

    Universidad Internacional de La Rioja

    Logroño, España

    ROR https://ror.org/029gnnp81

Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Año de publicación: 2024

Título del ejemplar: Empowered and hyper(dis)connected audiences: Actors, contexts, experiences and educommunicative practices

Número: 78

Páginas: 1-15

Tipo: Artículo

DOI: 10.58262/V32I78.1 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Comunicar: Revista Científica de Comunicación y Educación

Resumen

The purpose of this research was to realize a metric study of scientific production between1992 and 2022 on one of the topics that has acquired great importance in the educational field, due to the pandemic caused by COVID-19: teacher technostress. For such purpose, 139 scientific documents indexed in the Web of Science database were examined. The content was analyzed using an Excel spreadsheet and the VOSviewer software. To guarantee the quality of the methodological procedure, the PRISMA protocol was followed. First, a bibliometric analysis of the extracted publications was conducted, taking several indicators of production and dispersion as references. Second, a network analysis was performed to understand the collaboration structure between countries and the conceptual structure of the topic under study. The results highlight that existing scientific information on teacher technostress is scarce, that it is widely dispersed in terms of research areas, and that there are no major producers on the subject. Nonetheless, COVID-19 has been a decisive turning point that has generated the highest percentage of scientific production recorded to date and has contributed to bringing greater visibility to technostress, not only as a psychosocial occupational risk but also as a phenomenon affecting the teaching profession as one of the most vulnerable work collectives in an online context.

Referencias bibliográficas

  • Alegría Martín, M. J. (2015). Aplicaciones de la realidad aumentada en el ámbito de la enseñanza superior. Diseño de un proyecto piloto [Augmented reality applications in the field of Higher Education. Design of a pilot project]. Cuadernos de Gestión de Información, 5(1), 18 -35. http://bit.ly/3YujK0T
  • Archambault, É., Campbell, D., Gingras, Y., & Larivière, V. (2009). Comparing bibliometric statistics obtained from the Web of Science and Scopus. Journal of the American Society for Information Science and Technology, 60(7), 1320-1326. https://doi.org/10.1002/a si.21062
  • Belotti, C. (2018). Innovating School Through ITC: a Pilot Experience in Sardinia. Italian Journal of Sociology of Education, 10(3), 305-309. https://doi.org/10.14658/PUPJ-IJSE-2018-3-16
  • Bologna Process. (2015). Yerevan Communiqué. Conference of Ministers responsible for higher education, 14th and 15th of May 2015. http://bit.ly/3YArVbV
  • Boyer-Davis, S. (2020). Technostress in higher education: An examination of faculty perceptions before and during the COVID-19 pandemic. Journal of Business and Accounting, 13(1), 42-58. https://bit.ly/3YrNYBH
  • Brod, C. (1982). Managing technostress: optimizing the use of computer technology. Personnel Journal, 61(10), 753-757. https://bit.ly/3Yas5Y5
  • Brod, C. (1984). Technostress: The human cost of the computer revolution. Addison-Wesley. https://bit.ly/453E3Vx
  • Brookes, B. C. (1969). Bradford’s Law and the Bibliography of Science. Nature, 224(5223), 953-956. https://doi.org/10.1038/224953a0
  • Buzón-García, O., Romero-García, M. C., & Verdú-Vázquez, A. (2021). Innovaciones metodológicas con TIC en educación. Dykinson. https://bit.ly/477Hj4k
  • Collie, R. J. (2021). COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy. Aera Open. https://doi.org/10.1177/2332858420986187
  • Eurofound and the International Labour Office. (2017). Working anytime, anywhere: The effects on the world of work. Publications Office of the European Union, Luxembourg, and the International Labour Office, Geneva. http://bitly.ws/PmyM
  • European Agency for Safety and Health at Work. (2019). Third European Survey of Enterprises on New and Emerging Risks (ESENER 3). Prevention and Research Unit. http://bitly.ws/Pmx6
  • European Parliament. (2022). Salud mental en el mundo laboral digital. Resolución del Parlamento Europeo, de 5 de julio de 2022, sobre la salud mental en el mundo laboral digital (2021/2098[INI]). https://bit.ly/3HZqLQb
  • Faba-Pérez, C., Guerrero Bote, V. P., & Moya-Anegón, F. d. (2004). Fundamentos y técnicas cibermétricas: modelos cuantitativos de análisis. Badajoz: Junta de Extremadura, Consejería de Cultura.
  • García-González, M. L., Torrano, F., & García-González, G. (2020). Analysis of stress factors for female professors at online universities. International Journal of Environmental Research and Public Health, 17, 2958. https://doi.org/10.3390/ijerph17082958
  • García Peñalvo, F. J., Corell Almuzara, A., Abella García, V., & Grande de Prado, M. (2020). La evaluación online en la Educación Superior en tiempos de la COVID-19 [Online assessment in higher education in the time of COVID-19]. Education in the Knowledge Society (EKS), 21, 26. https://doi.org/10.14201/eks.23086
  • Gisbert, M., Esteve, V., & Lázaro, J. L. (2019). ¿Cómo abordar la educación del futuro? Conceptualización, desarrollo y evaluación desde la competencia digital docente. Octaedro. https://bit.ly/3q39yAk
  • González Elices, P. (2021). Consecuencias y uso de las TIC antes y después del coronavirus: un estudio piloto. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology, 1( 2 ) , 211- 2 2 0. https://doi.org/10.17060/ijodaep.2021.n 2.v1. 2175
  • Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M., & Welch, V. A. (2019). Cochrane handbook for systematic reviews of interventions (2nd ed.). John Wiley & Sons. https://bit.ly/43IEinS
  • Kim, T., Kang, M.-Y., Yoo, M.-s., Lee, D., & Hong, Y.-C. (2016). Computer use at work is associated with self-reported depressive and anxiety disorder. Annals of Occupational and Environmental Medicine, 28(1), 57. https://doi.org/10.1186/s40557-016-0146-8
  • Ley 10/2021, de 9 de julio, de trabajo a distancia. Boletín Oficial del Estado 164, de 10 de julio de 2021. http://bit.ly/3HRpjPM
  • Li, Q., Miao, Y., Zeng, X., Tarimo, C. S., Wu, C., & Wu, J. (2020). Prevalence and factors for anxiety during the coronavirus disease 2019 (COVID-19) epidemic among the teachers in China. Journal of Affective Disorders, 277, 153-158. https://doi.org/10.1016/j.jad.2020.08.017
  • Llorens, S., Salanova, M., & Ventura, M. (2007). Efectos del tecnoestrés en las creencias de eficacia y el burnout docente: un estudio longitudinal [Effects of technostress on efficacy beliefs and teacher burnout: A longitudinal study]. Revista de Orientación Educacional, 21, 47- 65. https://bit.ly/3Ikyz07
  • MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. https://doi.org/10.1016/j.system.2020.102352
  • Madsen, I. E., Nyberg, S. T., Hanson, L. M., Ferrie, J. E., Ahola, K., Alfredsson, L., Batty, G. D., Bjorner, J. B., Borritz, M., & Burr, H. (2017). Job strain as a risk factor for clinical depression: systematic review and meta-analysis with additional individual participant data. Psychological Medicine, 47(8), 1342-1356. https://doi.org/10.1017/S003329171600355X
  • Mangan, R. (2019). Web of Science. Manual de uso. FECYT. https://bit.ly/3IkKCL5
  • Mansour, S., Mohanna, D., & Tremblay, D.-G. (2022). The dark side of hyperconnectivity in the accounting profession. Journal of Accounting & Organizational Change, 18(5), 685-703. https://doi.org/10.1108/JAOC-12-2020-0211
  • Mascarell Palau, D. (2020). Fomento del Mobile Learning en educación alrededor de la última década. Un estudio de caso en españa través de una selección de aportaciones. Vivat Academia. Revista de Comunicación, (153), 73 -97. https://doi.org/10.15178/va.2020.153.73-97
  • Matiz, A., Fabbro, F., Paschetto, A., Cantone, D., Paolone, A. R., & Crescentini, C. (2020). Positive impact of mindfulness meditation on mental health of female teachers during the COVID-19 outbreak in Italy. International Journal of Environmental Research and Public Health, 17(18), 6450. https://doi.org/10.3390/ijerph17186450
  • Okumus, F., Köseoglu, M. A., Putra, E. D., Dogan, I. C., & Yildiz, M. (2019). A bibliometric analysis of lodging-context research from 1990 to 2016. Journal of Hospitality & Tourism Research, 43(2), 210-225. https://doi.org/10.1177/1096348018765321
  • Peinado-Rocamora, P., Prendes-Espinosa, M. P., & Sánchez-Vera, M. M. (2019). La clase invertida: revisión sistemática en el periodo 2010-2017 [Flipped classroom: Systematic revision between 2010-2017]. Docencia e Investigación de la Escuela Universitaria de Magisterio de Toledo, 44, 94-118. https://bit.ly/3gsu4la
  • Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325-327. https://doi.org/10.3102/0013189X 211004138
  • Ramírez, F. B., Misol, R. C., Alonso, M. d. C. F., & Tizón, J. L. (2021). Pandemia de la COVID-19 y salud mental: ref lexiones iniciales desde la atención primaria de salud española [COVID-19 pandemic and mental health: Initial considerations from spanish primary health care]. Atención Primaria, 53(1), 89-101. https://doi.org/10.1016/j.aprim.2020.06.006
  • Ravichandra Rao, I. K. (1972). Dispersion of documents on survey analysis: Bradford and Pareto distributions. SRELS Journal of Information Management, 9(3), 396-403. https://bit.ly/451h4uf
  • Real Decreto 926/2020, de 25 de octubre, por el que se declara el estado de alarma para contener la propagación de infecciones causadas por el SARS-CoV-2. Boletín Oficial del Estado, 282, de 25 de octubre de 2020. http://bit.ly/3S00ohN
  • Real Decreto-ley 21/2020, de 9 de junio, de medidas urgentes de prevención, contención y coordinación para hacer frente a la crisis sanitaria ocasionada por el COVID-19. Boletín Oficial del Estado, 163, de 10 de junio de 2020. http://bit.ly/3E7p1TJ
  • Rousseau, B., & Rousseau, R. (2000). Lotka: A program to fit a power law distribution to observed frequency data. Cybermetrics, 4(1). https://bit.ly/3RWJVKW
  • Salanova, M. (2007). Nuevas tecnologías y nuevos riesgos psicosociales en el trabajo. Revista Digital de Prevención, 1( 3), 25 -3 4. https://bit.ly/3XtDujF
  • Salanova, M., Llorens, S., & Cifre, E. (2013). The dark side of technologies: Technostress among users of information and communication technologies. International Journal of Psychology, 48(3), 422-436. https://doi.org/10.1080/00207594.2012.680460
  • Syvänen, A., Mäkiniemi, J.-P., Syrjä, S., Heikkilä-Tammi, K., & Viteli, J. (2016). When does the educational use of ICT become a source of technostress for Finnish teachers? Seminar.net, 12(2), 95-109. https://doi.org/10.7577/seminar.2281
  • Tarafdar, M., Gupta, A., & Turel, O. (2015a). Introduction to the special issue on ‘dark side of information technology use’ – part two. Information Systems Journal, 25(4), 315 -317. https://doi.org/10.1111/isj.12076
  • Tarafdar, M., Gupta, A., & Turel, O. (2015b). Special issue on’dark side of information technology use’: An introduction and a framework for research. Information Systems Journal, 25( 3), 161-170. https://doi.org/10.1111/isj.12070
  • Tayebinik, M., & Puteh, M. (2012). Blended Learning or E-Learning? International Magazine on Advances in Computer Science and Telecommunications, 3(1), 103-110. http://bitly.ws/PaxH
  • Touron, J., Martín, D., Navarro, E., Pradas, S., & Inigo, V. (2018). Construct validation of a questionnaire to measure teachers’ digital competence (TDC). Revista Española de Pedagogía, 76(269), 25-54. https://doi.org/10.22550/REP76-1-2018-02
  • van Eck, N. J., & Waltman, L. (2007). VOS: A New Method for Visualizing Similarities Between Objects. In R. Decker & H. J. Lenz (Eds.), Advances in Data Analysis (pp. 299-306). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-540-70981-7_34
  • Van Eck, N. J., Waltman, L., Dekker, R., & Van Den Berg, J. (2010). A comparison of two techniques for bibliometric mapping: Multidimensional scaling and VOS. Journal of the American Society for Information Science and Technology, 61(12), 2405 -2416. https://doi.org/10.1002/asi.21421
  • West, M., & Vosloo, S. (2013). Policy guidelines for mobile learning. UNESCO. https://bit.ly/3E6NMj6
  • Yepes Nuñez, J. J., Urrutia, G., Romero García, M., & Alonso-Fernandez, S. (2021). Declaración PRISMA 2020: una guía actualizada para la publicación de revisiones sistemáticas. Revista Española de Cardiologia, 74(9), 790-799. https://doi.org/10.1016/j.recesp.2021.06.016
  • Yu, L., Cao, X., Liu, Z., & Wang, J. (2018). Excessive social media use at work. Information Technology & People, 31(6 ), 1091-1112. https://doi.org/10.1108/ITP-10-2016-0237
Fuente de los datos: Dialnet