The effects of facilitating conditions, digital competence, and technostress on higher education students’ digital informal learning: A moderated mediation examination

Abstract

Although previous studies have highlighted the importance of facilitating conditions in enhancing students’ digital informal learning (DIL), the effect mechanism is still unclear. This study strives to examine the mediating role of digital competence and the moderating role of technostress between facilitating conditions and DIL. Data were collected from 385 undergraduates from two Chinese universities and were analysed employing AMOS and SPSS. The results indicate that: (a) Facilitating conditions predict students’ digital competence and DIL positively; (b) Digital competence has a positive mediating effect on the association between facilitating conditions and DIL; (c) Technostress plays as a negative moderator in the relationship between facilitating conditions and DIL. In conclusion, to enhance higher education students’ DIL, educators and administrators should take facilitating conditions, digital competence, and technostress into consideration.