Rabaglietti Emanuela, Lattke Lynda S, Tesauri Beatrice, Settanni Michele, De Lorenzo Aurelia
Department of Psychology, University of Turin, Turin, Italy.
Front Psychol. 2021 May 6;12:644108. doi: 10.3389/fpsyg.2021.644108. eCollection 2021.
One of the many drastic changes caused by Covid-19 was the quick implementation of distance learning which represented a great technological challenge to many teachers and students. In fact, Italy ranks 24th amongst the 27-EU member countries in digital competitiveness which testifies to the significant delays and gaps in basic digital skills amongst the population. Based on the difficulties encountered in organizing distance learning, we assumed that teachers' perceived stress increased. Given that transversal skills can be associated with this relationship, we hypothesized that among these skills, self-efficacy mediated the relationship between the difficulties in organizing distance learning and perceived stress. Since we targeted teachers from Italy and other European countries, we also hypothesized that this mediator effect would be different for both samples. Our sample was composed of a total of 366 primary/middle school teachers of which 86% female. After doing a mediation analyses with Process, Hayes' Model 4, we confirmed H1 but not H2: resulting in a partial mediation effect of self-efficacy for each individual group of teachers. Since difficulties of distance learning can affect the perception of stress, we believe that the promotion of transversal skills, such as self-efficacy, can better equip teachers when facing stressful situations.
新冠疫情带来的众多巨大变化之一是迅速推行了远程学习，这对许多教师和学生来说是一项巨大的技术挑战。事实上，在27个欧盟成员国中，意大利的数字竞争力排名第24位，这证明了该国人口在基本数字技能方面存在显著延迟和差距。基于组织远程学习时遇到的困难，我们推测教师感受到的压力会增加。鉴于跨领域技能可能与这种关系相关，我们假设在这些技能中，自我效能感在组织远程学习的困难与感知压力之间起中介作用。由于我们的研究对象是来自意大利和其他欧洲国家的教师，我们还假设这种中介效应在两个样本中会有所不同。我们的样本总共包括366名中小学教师，其中86%为女性。在使用Process的Hayes模型4进行中介分析后，我们证实了假设1，但未证实假设2：即自我效能感对每组教师都产生了部分中介效应。由于远程学习的困难会影响压力感知，我们认为提升跨领域技能，如自我效能感，能够让教师在面对压力情况时更好地应对。
