Multidimensional Poverty as a Determinant of Techno-Distress in Online Education: Evidence from the Post-Pandemic Era.

Identificador:  imarina:9462838

Handle: https://hdl.handle.net/20.500.11797/imarina9462838

Autors:  Cataldo A; Bravo-Adasme N; Riquelme J; Vásquez A; Rojas S; Arias-Oliva M

Resum:
The rapid shift to online education during the COVID-19 pandemic exacerbated mental health risks for students, particularly those experiencing multidimensional poverty-a potential contributor to psychological distress in digital learning environments. This study examines how poverty-driven techno-distress (technology-related stress) impacts university students' mental health, focusing on 202 Chilean learners engaged in remote classes. Using partial least squares structural equation modeling (PLS-SEM), we analyzed multidimensional poverty and its association with techno-distress, measured through validated scales. The results suggest that poverty conditions are associated with 32.5% of technostress variance (R2 = 0.325), while techno-distress may indirectly relate to 18.7% of students' dissatisfaction with academic life-a proxy for emerging mental health risks. Importance-performance map analysis (IPMA) identified housing habitability (e.g., overcrowding, inadequate study spaces) and healthcare access as priority intervention targets, surpassing purely digital factors. These findings indicate that techno-distress in online education may function as a systemic stressor, potentially amplifying pre-existing inequities linked to poverty. For educators and policymakers, this highlights the urgency of early interventions addressing students' physical environments alongside pedagogical strategies. By framing techno-distress as a public health challenge rooted in socioeconomic disparities, this work advances preventive approaches to safeguard student well-being in increasingly hybrid educational landscapes.