中学教师对技术压力的保护因素
Pierpaolo Zivi1, Gianluca Malatesta2, Maria Lidia Mascia3
1Department of Communication Sciences, University of Teramo, Via R. Balzarini 1, 64100, Teramo, Italy.
Scientific reports
|October 10, 2025
概括
教师 教师 教师的教师
科学领域:
- 教育技术的教育技术
- 心理学 心理学 心理学
背景情况:
- 教育机构越来越多地使用信息和通信技术 (ICT).
- 由于ICT整合的要求,教师面临技术压力,特别是那些缺乏数字技能和情绪调节的人.
- 技术压力阻碍了教师采用新技术并充分发挥其潜力的能力.
研究的目的:
- 在中学教师中调查技术压力创造者.
- 评估认知情绪调节策略在技术压力中的作用.
- 检查数字能力中自我效能的调解效应.
主要方法:
- 在适应性和不适应性认知情绪调节策略之间进行区分.
- 员工调解分析以了解情绪调节,自我效能和技术压力之间的关系.
- 评估中学教师的经验.
主要成果:
- 不适应的情绪调节直接预测了更高的技术压力.
- 适应性情绪调节通过提高数字能力的自我效能,间接减少了技术压力.
- 不适应的策略与技术压力增加相关;适应的策略与更高的数字自我效能相关,这反过来减少了技术压力.
结论:
- 情绪调节和数字自我效能对于减轻教师技术压力至关重要.
- 干预措施的目标应该是提高教师的情绪调节技能,提高他们对数字能力的信心.
- 解决这些因素可以帮助教师更好地应对ICT整合挑战.
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