<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2414-8938</journal-id>
<journal-title><![CDATA[Academo (Asunción)]]></journal-title>
<abbrev-journal-title><![CDATA[Acad. (Asunción)]]></abbrev-journal-title>
<issn>2414-8938</issn>
<publisher>
<publisher-name><![CDATA[Universidad Americana ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2414-89382024000100001</article-id>
<article-id pub-id-type="doi">10.30545/academo.2024.ene-abr.1</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tecnoestrés en estudiantes universitarios argentinos en pandemia COVID-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Technostress in argentine university students during COVID-19 pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eidman]]></surname>
<given-names><![CDATA[Leandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Basualdo Falleau]]></surname>
<given-names><![CDATA[Susy Evelyn]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Ciencias Empresariales y Sociales  ]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Ciencias Empresariales y Sociales  ]]></institution>
<addr-line><![CDATA[Resistencia-Chaco ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>8</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2414-89382024000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2414-89382024000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2414-89382024000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El creciente uso de la digitalización en la enseñanza superior exige el uso de diversas tecnologías de la información y la comunicación (TICs). Sin embargo, los estudios han demostrado que el uso de las TICs induce al tecnoestrés y, en ocasiones a la tecnoadiccción. El objetivo principal de este trabajo fue estudiar el impacto psicológico del uso de las TICs en estudiantes universitarios de población Argentina en contexto pandemia COVID-19. El diseño metodológico fue no experimental de corte transversal bajo un estudio descriptivo, correlacional y de diferencia de grupos. La muestra estuvo constituida por 1656 estudiantes universitarios con una edad promedio de 24.69 (DE = 6.52, Mín = 18, Máx = 66; el 78.2% eran mujeres y el 21.8% eran varones). Los resultados informaron niveles de tecnoestrés entre altos y muy altos, predominantemente en mujeres que utilizaron el celular y la computadora para fines académicos. A su vez, se hallaron relaciones positivas y significativas entre la edad de los participantes, el tiempo de experiencia universitaria y la frecuencia en el uso de la computadora. Se obtuvieron correlaciones negativas y significativas entre la frecuencia del uso del celular y las dimensiones Fatiga, Escepticismo y Adicción. La frecuencia en el uso de la computadora para fines académicos correlacionó de forma positiva y significativa con las dimensiones Ansiedad, Fatiga, Escepticismo e Ineficacia. Se concluye que el impacto psicológico del uso de las TICs en estudiantes universitarios de población Argentina en contexto pandemia COVID-19 produjo modificaciones en la calidad de vida y en las actividades de la vida cotidiana del alumnado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The increasing use of digitalization in higher education requires the use of various information and communication technologies (ICTs). However, studies have shown that the use of ICTs induces techno-stress and, sometimes, techno-addiction. The main objective of this work was to study the psychological impact of the use of ICTs in university students from Argentina in the context of the COVID-19 pandemic. The methodological design used was non-experimental, cross-sectional, descriptive, correlational and group difference. The sample consisted of 1656 university students with a mean age of 24.69 (SD = 6.52, Min = 18, Max = 66; 78.2% were female and 21.8% were male). The results reported high to very high levels of technostress, predominantly in women who used cell phones and computers for academic purposes. In turn, positive and significant relationships were found between participants' age, length of university experience and frequency of computer use. Negative and significant correlations were obtained between the frequency of cell phone use and the dimensions Fatigue, Skepticism and Addiction. Finally, the frequency of computer use for academic purposes correlated positively and significantly with the dimensions Anxiety, Fatigue, Skepticism and Inefficacy. It can be concluded that the psychological impact of the use of ICTs in university students from the Argentine population in the context of the COVID-19 pandemic produced modifications in the quality of life and daily life activities of the students.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Tecnoestrés]]></kwd>
<kwd lng="es"><![CDATA[estudiantes universitarios]]></kwd>
<kwd lng="es"><![CDATA[pandemia COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Technostress]]></kwd>
<kwd lng="en"><![CDATA[university students]]></kwd>
<kwd lng="en"><![CDATA[COVID-19 pandemic]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arredondo-Hidalgo]]></surname>
<given-names><![CDATA[M. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Caldera-González]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tecnoestrés en estudiantes universitarios. Diagnóstico en el marco del covid-19 en México: Technostress in university students. Diagnosis in the framework of covid-19 in Mexico]]></article-title>
<source><![CDATA[Educación y Humanismo]]></source>
<year>2022</year>
<volume>24</volume>
<numero>42</numero>
<issue>42</issue>
<page-range>90-105</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brod]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Technostress: The human cost of the computer revolution]]></source>
<year>1984</year>
<publisher-name><![CDATA[Addison Wesley Publishing Company]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brunetti]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Gargoloff]]></surname>
<given-names><![CDATA[P. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impacto de la pandemia por COVID-19 en la salud mental, con especial foco en personas con trastornos mentales severos y persistentes]]></article-title>
<source><![CDATA[Question]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect sizes]]></article-title>
<source><![CDATA[Statistical power analysis for the behavioral sciences]]></source>
<year>1988</year>
<page-range>77-83</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cruz Covarrubias]]></surname>
<given-names><![CDATA[L. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Aguilar Pérez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Transición al aprendizaje virtual y sus efectos: tecnoestrés en estudiantes universitarios en el contexto de la covid-19]]></article-title>
<source><![CDATA[Revista Panamericana de Pedagogía]]></source>
<year>2022</year>
<volume>34</volume>
<page-range>52-71</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<source><![CDATA[Decreto 297/2020, Boletín Oficial de la República Argentina N° 34]]></source>
<year>2020</year>
<page-range>3-6</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Eidman]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Basualdo Falleau]]></surname>
<given-names><![CDATA[S. E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Adaptación y validación de la escala RED-tecnoestrés en población de estudiantes universitarios argentinos]]></article-title>
<source><![CDATA[ACADEMO]]></source>
<year>2021</year>
<volume>8</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>178-88</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Essel]]></surname>
<given-names><![CDATA[H. B.]]></given-names>
</name>
<name>
<surname><![CDATA[Vlachopoulos]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Tachie-Menson]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Johnson]]></surname>
<given-names><![CDATA[E. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Ebeheakey]]></surname>
<given-names><![CDATA[A. K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Technology-induced stress, sociodemographic factors, and association with academic achievement and productivity in Ghanaian higher education during the COVID-19 pandemic]]></article-title>
<source><![CDATA[Information]]></source>
<year>2021</year>
<volume>12</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>497</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Estrada Araoz]]></surname>
<given-names><![CDATA[E. G.]]></given-names>
</name>
<name>
<surname><![CDATA[Gallegos Ramos]]></surname>
<given-names><![CDATA[N. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Huaypar Loayza]]></surname>
<given-names><![CDATA[K. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Paredes Valverde]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Quispe Herrera]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tecnoestrés en estudiantes de una universidad pública de la Amazonía peruana durante la pandemia COVID-19]]></article-title>
<source><![CDATA[Revista Brasileira de Educação Do Campo]]></source>
<year>2021</year>
<volume>6</volume>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jiménez]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tecnología como fuente de estrés: una revisión teórica al concepto de tecnoestrés]]></article-title>
<source><![CDATA[Temas de comunicación]]></source>
<year>2010</year>
<numero>21</numero>
<issue>21</issue>
<page-range>157-80</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Llorens]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Salanova]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ventura]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<source><![CDATA[Guía de intervención: Tecnoestrés]]></source>
<year>2011</year>
<publisher-name><![CDATA[Síntesis]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Moreno Zamudio]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Hernández Contreras]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Castañeda Barajas]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tecnoestrés en estudiantes universitarios]]></article-title>
<source><![CDATA[Revista de Psicología de la Universidad Autónoma del Estado de México]]></source>
<year>2022</year>
<volume>11</volume>
<numero>25</numero>
<issue>25</issue>
<page-range>108-30</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="book">
<collab>Organización Panamericana de la Salud</collab>
<source><![CDATA[Actualización Epidemiológica: Nuevo coronavirus (COVID-19) 14 de febrero de 2020]]></source>
<year>2020</year>
<publisher-loc><![CDATA[Washington DC ]]></publisher-loc>
<publisher-name><![CDATA[Organización Panamericana de la Salud]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Penado Abilleira]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Ríos-De-Deus]]></surname>
<given-names><![CDATA[M. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Rodicio-García]]></surname>
<given-names><![CDATA[M. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Mosquera-González]]></surname>
<given-names><![CDATA[M. J.]]></given-names>
</name>
<name>
<surname><![CDATA[Rego-Agraso]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Tecnoestrés objetivo en estudiantes universitarios durante la pandemia por COVID-19]]></article-title>
<source><![CDATA[Medios digitales y metodologías docentes: Mejorar la Educación desde un aprendizaje integral]]></source>
<year>2021</year>
<page-range>256-67</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Qi]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A double-edged sword? Exploring the impact of students&#8217; academic usage of mobile devices on technostress and academic performance]]></article-title>
<source><![CDATA[Behaviour &amp; Information Technology]]></source>
<year>2019</year>
<volume>38</volume>
<numero>12</numero>
<issue>12</issue>
<page-range>1337-54</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Salanova]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Trabajando con tecnologías y afrontando el tecnoestrés: el rol de las creencias de eficacia]]></article-title>
<source><![CDATA[Revista de Psicología del Trabajo y de las Organizaciones]]></source>
<year>2003</year>
<volume>19</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>225-46</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Salanova]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Cifre]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Martín]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El proceso de Tecnoestrés y estrategias para su prevención]]></article-title>
<source><![CDATA[Prevención, Trabajo y Salud]]></source>
<year>1999</year>
<volume>1</volume>
<page-range>18-28</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Salanova]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Llorens]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Cifre]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Nogareda]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Tecnoestrés: concepto, medida e intervención psicosocial]]></source>
<year>2007</year>
<publisher-name><![CDATA[Instituto Nacional de Seguridad e Higiene en el Trabajo]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Toledo-Ibarra]]></surname>
<given-names><![CDATA[G. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Arvizu-Gómez]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Cayeros-López]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Luna-Jiménez]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Barrón-Arreola]]></surname>
<given-names><![CDATA[K. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Ávila-Ángel]]></surname>
<given-names><![CDATA[A. S.]]></given-names>
</name>
<name>
<surname><![CDATA[Girón-Pérez]]></surname>
<given-names><![CDATA[M. I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La Pandemia de COVID-19 desde la visión multidisciplinar de 28 Profesores Universitarios de Nayarit, México]]></article-title>
<source><![CDATA[Revista Bio Ciencias]]></source>
<year>2020</year>
<volume>7</volume>
<numero>33</numero>
<issue>33</issue>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Verkijika]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Digital textbooks are useful but not everyone wants them: The role of technostress]]></article-title>
<source><![CDATA[Computers &amp; Education]]></source>
<year>2019</year>
<numero>140</numero>
<issue>140</issue>
<page-range>103591</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Weil]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Rosen]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<source><![CDATA[Technostress: coping with technology @work, @home, @play]]></source>
<year>1997</year>
<publisher-loc><![CDATA[New York, USA ]]></publisher-loc>
<publisher-name><![CDATA[John Wiley &amp; Son]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
