The impact of technostress and generative AI on EFL mathematic metacognitive reading strategies and digital classroom burnout in SDG-aligned education
- DOI
- 10.1038/s41598-026-47683-4
- Published
- 2026-04-11
- Container
- Scientific Reports
- Publisher
- Springer Science and Business Media LLC
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.1038/s41598-026-47683-4,
title = {The impact of technostress and generative AI on EFL mathematic metacognitive reading strategies and digital classroom burnout in SDG-aligned education},
author = {Qiao Jingjing and Zhao Yan and Xu Xiaobing and Li Li and Aasia Nusrat},
year = {2026},
journal = {Scientific Reports},
doi = {10.1038/s41598-026-47683-4},
url = {https://doi.org/10.1038/s41598-026-47683-4}
}RIS
TY - JOUR TI - The impact of technostress and generative AI on EFL mathematic metacognitive reading strategies and digital classroom burnout in SDG-aligned education AU - Qiao Jingjing AU - Zhao Yan AU - Xu Xiaobing AU - Li Li AU - Aasia Nusrat PY - 2026 JO - Scientific Reports DO - 10.1038/s41598-026-47683-4 UR - https://doi.org/10.1038/s41598-026-47683-4 ER -
APA
Jingjing, Q., Yan, Z., Xiaobing, X., Li, L., & Nusrat, A. (2026). The impact of technostress and generative AI on EFL mathematic metacognitive reading strategies and digital classroom burnout in SDG-aligned education. Scientific Reports. https://doi.org/10.1038/s41598-026-47683-4
Source records
- crossref · retrieved 2026-09-26T05:24:46.062Z