Distress, Eustress, and Continuance Intentions for Distance Learners

ABSTRACT

While there has been considerable research related to distance learning, there is surprisingly little research into the role stress plays in distance learning. Therefore, in this paper, we investigated two types of stress distress and eustress. Using a combination of stress theory and the job and demand resources theory, we developed a research model to predict distance learning satisfaction and continuance intentions. Results from 525 full-time students engaging in distance learning indicate general support for our research model. Our findings clearly indicate that 1) both distress and eustress are associated with distance learning continuance intentions, 2) these impacts are mediated by distance learning satisfaction, and 3) distress has a stronger effect than eustress. Our findings can assist advisors and faculty in helping students understand whether distance learning is a good idea for them.