A moderating effect of digital literacy between work-life balance and emotional distress during the COVID-19 pandemic

Abstract

PurposeThe purpose of this study is to examine the moderating effect of digital literacy on the relationship between work-life balance and emotional distress during the COVID-19 pandemic, a period when the majority of employees engaged in remote work. Explicitly, this study examined which dimensions of work-life balance are beneficial and whether a high level of digital literacy is always advantageous in the context of remote work.Design/methodology/approachIn this study, Model 1 of the PROCESS macro was applied to determine whether digital literacy moderates the relation between work-life balance and emotional distress. A total of 673 responses from educational welfare specialists were collected in this data set.FindingsThe results show that the moderating effect of digital literacy in the relationship between work/personal life enhancement (WPLE) and emotional distress was significant. Both work interference with personal life and personal life interference with work life show significant positive effects on emotional distress, whereas WPLE was not significant.Originality/valueUnlike previous studies that have treated work-life balance as a single concept, this study adopts a multidimensional perspective to address the gap in the understanding of its relationship with emotional distress. Studying three distinct dimensions of work-life balance provides a more detailed understanding of how each dimension influences emotional distress differently. In addition, this study highlighted the potential drawbacks of digital literacy in enhancing work-life balance and reducing emotional stress in remote work settings.