Examining the Role of Attitudes Toward E-Learning in Managing Technostress Among University Students: Input for Flexible Learning Approach Lappay, Ana Marie E-learning Attitude Technostress University learning COVID19 Pandemic This research study aims to investigate the relationship between technostress and e-learning among university students, and whether the attitude towards e-learning serves as a moderator for this relationship. Technostress is a growing issue in the digital age, as more and more individuals rely on technology for work and education. E-learning has become a common alternative to traditional classroom learning, especially in light of the COVID-19 pandemic. However, the adoption of e-learning may increase technostress in students, impacting their academic performance and well-being. A descriptive-correlational design was employed, and data were collected through a survey questionnaire administered to students from Cagayan State University's eight campuses. Results indicate that the respondents have a neutral attitude towards online learning and moderate levels of technostress. Furthermore, a negative relationship was found between technostress and attitude towards e-learning, suggesting that promoting positive attitudes towards online learning and providing support to manage technostress could be effective strategies to enhance students' experiences and performances in e-learning. Future research should concentrate on additional factors to acquire a thorough picture of university students' online learning experiences. The study advises improving ICT resources to make online teaching and learning more successful. Overall, this study sheds light on the prospects and difficulties of e-learning in higher education and emphasizes the significance of controlling technostress to maximize its advantages. 2023-07-07T08:24:44Z 2023-07-07T08:24:44Z 2023-06-25 journal article Ana Marie Lappay (2023). Examining the Role of Attitudes Toward E-Learning in Managing Technostress Among University Students: Input for Flexible Learning Approach. Journal for Educators, Teachers and Trainers, Vol. 14(3). 584-593. [DOI: 10.47750/jett.2023.14.03.070] https://hdl.handle.net/10481/83376 10.47750/jett.2023.14.03.070 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Universidad de Granada