Resumo

CASTELLANOS-ALVARENGA, Luis Mario; MIRANDA-ROSAS, Luis Felipe; QUIROZ-MOYA, María Soledad  e  SANHUEZA-BURGOS, Carlos Mainor. Emotional regulation and technostress in higher education teachers. A systematic review. Rev. logos cienc. tecnol. [online]. 2024, vol.16, n.1, pp.193-212.  Epub 21-Fev-2024. ISSN 2145-594X.  https://doi.org/10.22335/rlct.v16i1.1878.

The use of Information and Communication Technology (ICT) before, during and after the COVID-19 pandemic has been related to technostress in university professors, becoming a problem that significantly affects their health. This study aimed to analyse the relationship between emotional regulation and technostress in higher education professors through a systematic review which was carried out following the Prisma-P criteria. In this way 469 articles were found in the EBSCO, ProQuest, and SCOPUS databases; subsequent to the information screening process, 20 articles were used for the final review. Among the main results, it is evident that efficient emotional regulation is an inhibitor of technostress, as it allows the perception of effectiveness in the use of ICT to be enhanced and it contributes to job satisfaction and the development of empathy. Finally, it is essential that training programmes in the use of ICT not only include technical knowledge and other education topics, but also promote emotional regulation strategies for stress management in teaching work.

Palavras-chave : Technostress; emotional regulation; ICT use.

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