Résumé
Despite increasing attention to online learning worldwide, learning complex technologies online has always been challenging and even hindersome to students, who are subjected to elevated levels of technostress. In contrast to most previous studies that focused on the negative side of technostress, this study investigated both the negative and positive sides of technostress. Based on the challenge hindrance framework (CHF), the holistic stress model (HSM), and the person-environment fit (P-E Fit) model, we examined how challenge and hindrance techno-stressors caused distress and eustress in online students and lead to associated outcomes. We empirically validated the research model by analyzing survey data collected from 565 online graduate business students enrolled at a university in the United States. The results revealed that some hindrance and challenge techno-stressors were associated with techno-distress and techno-eustress, which further impacted student satisfaction and student retention. We discussed the contributions and implications and provided future research directions.