Abstract:
Understanding factors affecting student academic and life outcomes may be critical for social work
programs and educational institutions. Therefore, this study aims to explore the relationships
between resilience, technostress and reflective capacity among social work students. A crosssectional non-experimental research design was used. One hundred and sixty-three social work
students completed an online survey measuring technostress level, reflective capacity and
psychological resilience. Data were analyzed using Pearson’s to estimate linear correlations,
confirmatory factor analysis to ensure model fit and structural equation modeling with covariates
to reveal the relationships between the measured constructs. The results indicated thatresilience
had a direct and negative effect on technostress, a positive and direct effect on reflective capacity
and a negative indirect effect on technostress through reflective capacity. This means that social
work students with higher levels of resilience had lower levels of technostress related to
technology use were more likely to engage in reflective practices and had lower levels of
technostress due to improved reflective capacity. These findings emphasize the significance of
resilience and reflective practices in mitigating the negative effects of technology use among social
work students. However, researchers should be cautious about generalizing findings due to the
sample’s limitations and future investigations should consider longitudinal data from diverse
populations.
