Exploring the Structural Relationship Between University Support, Students’ Technostress, and Burnout in Technology-enhanced Learning

University students always suffer from technostress and experience burnout during technology-enhanced learning (TEL). Research revealing whether and how university support contributes to eliminate them lacks. This study aims to investigate the structural relationship among university support (i.e., administration support and peer support), students’ ICT competence, technostress, and learning burnout. Altogether 1,785 students studying at three Chinese universities participated in this study by filling out a self-reported questionnaire revised from previous literatures and validated with confirmatory factor analysis (CFA). Structural equation modelling (SEM) revealed that: (a) university students’ technostress significantly predicted their learning burnout in TEL; (b) administration support was essential in alleviating students’ technostress and burnout; (c) peer support negatively predicted students’ learning burnout but did not predict their technostress; (d) ICT competence alone had no significant effects on technostress. Moreover, multiple group comparisons based on genders found that females benefited more from administrator support in alleviating learning burnout than males. In contrast, males benefit more from peer support in improving their ICT competence than females. Implications for alleviating university students’ technostress and learning burnout in TEL were discussed.