Cognitive flexibility, technostress, and mathematics teachers' acceptance of ChatGPT: a cross-sectional...

Generative artificial intelligence (GenAI) is rapidly entering mathematics classrooms, yet little is known about how teachers psychologically adapt to its use. Drawing on the Technology Acceptance Model (TAM) as an organizing framework and the transactional theory of stress and coping as a process account, this study examined whether general technology-related technostress statistically accounted for part of the association between cognitive flexibility and ChatGPT acceptance.

This cross-sectional correlational study included 127 in-service middle-school mathematics teachers from 30 public schools in the Marmara Region of Türkiye. Validated self-report instruments assessed cognitive flexibility and general technology-related technostress. ChatGPT acceptance was calculated from perceived usefulness, perceived ease of use, attitude toward use, and pedagogical AI self-efficacy; actual use was excluded. A regression-based indirect-effect analysis (PROCESS Model 4; 5,000 bootstrap samples) controlled for gender.

Cognitive flexibility was negatively associated with general technology-related technostress (B = -0.243, p < 0.001), which was negatively associated with ChatGPT acceptance (B = -0.620, p < 0.001). Cognitive flexibility was positively associated with ChatGPT acceptance after technostress was included (B = 0.355, p < 0.001). The bootstrapped indirect effect was positive (B = 0.151, SE = 0.043, 95% CI [0.074, 0.241]).

Teachers reporting greater cognitive flexibility also reported lower general technology-related technostress and greater ChatGPT acceptance. Because all variables were measured concurrently by self-report, the indirect effect is statistical and does not establish temporal or causal mediation. The findings identify psychological adaptation as a relevant complement to technology-centered accounts of GenAI acceptance and motivate longitudinal research with practicing teachers.