Fan Shiyi, Yu Zeyuan, Zheng Xin, Gao Chunhai
Faculty of Education, Southwest University, Chongqing, China.
Department of Faculty Affairs, Chongqing Jiaotong University, Chongqing, China.
Front Psychol. 2023 Jun 27;14:1057158. doi: 10.3389/fpsyg.2023.1057158. eCollection 2023.
Integrating 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.
Applying 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.
The 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.
The 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.
将互联网与传统教学相结合丰富了教学资源和方法，并引入了许多先进的数字媒体。智慧教学过程受到教师心理适应能力的影响，而教师心理适应能力又可能受到其工作投入度的影响。然而，两者之间的关系在文献中尚未得到充分关注。本研究旨在分析智慧教学环境下高校教师心理适应能力与工作投入度之间的关系。
本研究采用结构方程模型（SEM）对373名一线教师进行抽样，重点考察数字信息素养自我效能感在教师心理适应能力与工作投入度关系中的中介作用。
结果表明，高校教师心理适应能力的四个维度对工作投入度和数字信息素养自我效能感有显著影响。具体而言，教师的心理适应能力与工作投入度呈正相关；教师的自我效能感能正向影响其工作投入度的三个维度，教师的心理适应能力能正向影响其数字信息素养自我效能感。
上述结果可为高校教师培训的发展与完善以及智慧教学的实施提供依据。研究结果凸显了对教师进行信息技术教学培训以及采取措施提高教师数字信息素养自我效能感的重要性。培训应聚焦于教师运用信息技术教学的知识和技能，并增加教师运用信息技术教学的实践环节。
