Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy
IntroductionIntegrating the Internet and traditional teaching has enriched teaching resources and methods and introduced many advanced digital media. The smart teaching process is influenced by teachers' psychological adaptability, which can be affected by teachers' work engagement. Howeve...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-06-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1057158/full |
| _version_ | 1797794132916174848 |
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| author | Shiyi Fan Shiyi Fan Zeyuan Yu Xin Zheng Chunhai Gao |
| author_facet | Shiyi Fan Shiyi Fan Zeyuan Yu Xin Zheng Chunhai Gao |
| author_sort | Shiyi Fan |
| collection | DOAJ |
| description | IntroductionIntegrating the Internet and traditional teaching has enriched teaching resources and methods and introduced many advanced digital media. The smart teaching process is influenced by teachers' psychological adaptability, which can be affected by teachers' work engagement. However, the relationship between the two has not received sufficient attention in the literature. This study aims to analyze the relationship between college teachers' psychological adaptability and work engagement in a smart teaching environment.MethodsApplying structural equation modeling (SEM) to a sample of 373 front-line teachers, this study focuses on the mediating effect of digital information literacy self-efficacy on the relationship between teachers' psychological adaptability and work engagement.ResultsThe results show that the four dimensions of college teachers' psychological adaptability strongly influence work engagement and digital information literacy self-efficacy. In particular, teachers' psychological adaptability and work engagement are positively correlated; teachers' self-efficacy can positively affect the three dimensions of their work engagement, and teachers' psychological adaptability can positively affect their digital information literacy self-efficacy.ConclusionThe above results can serve as a basis for the development and improvement of the training of college teachers and the implementation of smart teaching. The study findings highlight the importance of training teachers on information technology teaching and implementing measures to enhance teachers' digital information literacy self-efficacy. Training should focus on the knowledge and skills of teachers using information technology teaching and increase the practical links of teachers using information technology teaching. |
| first_indexed | 2024-03-13T02:58:23Z |
| format | Article |
| id | doaj.art-3387c88b55f54c57b2fafbfbc69a917a |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-13T02:58:23Z |
| publishDate | 2023-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-3387c88b55f54c57b2fafbfbc69a917a2023-06-27T20:40:43ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-06-011410.3389/fpsyg.2023.10571581057158Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacyShiyi Fan0Shiyi Fan1Zeyuan Yu2Xin Zheng3Chunhai Gao4Faculty of Education, Southwest University, Chongqing, ChinaDepartment of Faculty Affairs, Chongqing Jiaotong University, Chongqing, ChinaFaculty of Education, Southwest University, Chongqing, ChinaFaculty of Education, Southwest University, Chongqing, ChinaFaculty of Education, Shenzhen University, Shenzhen, Guangdong, ChinaIntroductionIntegrating the Internet and traditional teaching has enriched teaching resources and methods and introduced many advanced digital media. The smart teaching process is influenced by teachers' psychological adaptability, which can be affected by teachers' work engagement. However, the relationship between the two has not received sufficient attention in the literature. This study aims to analyze the relationship between college teachers' psychological adaptability and work engagement in a smart teaching environment.MethodsApplying structural equation modeling (SEM) to a sample of 373 front-line teachers, this study focuses on the mediating effect of digital information literacy self-efficacy on the relationship between teachers' psychological adaptability and work engagement.ResultsThe results show that the four dimensions of college teachers' psychological adaptability strongly influence work engagement and digital information literacy self-efficacy. In particular, teachers' psychological adaptability and work engagement are positively correlated; teachers' self-efficacy can positively affect the three dimensions of their work engagement, and teachers' psychological adaptability can positively affect their digital information literacy self-efficacy.ConclusionThe above results can serve as a basis for the development and improvement of the training of college teachers and the implementation of smart teaching. The study findings highlight the importance of training teachers on information technology teaching and implementing measures to enhance teachers' digital information literacy self-efficacy. Training should focus on the knowledge and skills of teachers using information technology teaching and increase the practical links of teachers using information technology teaching.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1057158/fullsmart teachingpsychological adaptabilitywork engagementdigital information literacyself-efficacy |
| spellingShingle | Shiyi Fan Shiyi Fan Zeyuan Yu Xin Zheng Chunhai Gao Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy Frontiers in Psychology smart teaching psychological adaptability work engagement digital information literacy self-efficacy |
| title | Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy |
| title_full | Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy |
| title_fullStr | Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy |
| title_full_unstemmed | Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy |
| title_short | Relationship between psychological adaptability and work engagement of college teachers within smart teaching environments: the mediating role of digital information literacy self-efficacy |
| title_sort | relationship between psychological adaptability and work engagement of college teachers within smart teaching environments the mediating role of digital information literacy self efficacy |
| topic | smart teaching psychological adaptability work engagement digital information literacy self-efficacy |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1057158/full |
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