نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشگاه پیام نور کرمانشاه
2 دانشیار گروه علوم‌تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه پیام‌نور، تهران، ایران،
3 کارشناسی ارشد برنامه ریزی درسی دانشکده علوم تربیتی و روانشناسی دانشگاه پیام‌نور، تهران، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objective: Incorrect and excessive use of digital technologies in education may lead to digital burnout of teachers. Therefore, the aim of this study was to determine the fit of the causal model of digital burnout based on online teaching competence and digital self-efficacy with the mediating role of emotion regulation.
Methodology: The research is applied in terms of purpose and descriptive-correlational in terms of implementation method. The statistical population included all primary school teachers in Kermanshah in the academic year 2024-2025, numbering 10723 people. The sample size was determined based on the Krejci and Morgan (1997) table and was estimated at 375 people, who were selected using the convenience sampling method. Finally, 124 questionnaires were collected. The research tools included the Palivan Teacher Competency in Online Education Questionnaire (2021), Holcomb, King, and Brown's Digital Self-Efficacy (2004), Gross and John's Emotion Regulation (2003), and Orton and Ozdemir's Digital Burnout (2020). Descriptive statistics indicators including mean, standard deviation, frequency, and percentage were used to analyze the data. Also, to answer the research hypotheses, the results were analyzed using the SmatrPLS software using the structural equation and path analysis method.
Findings: Online teaching competence and digital self-efficacy have a negative and significant effect on digital burnout. Online teaching competence and digital self-efficacy have a positive and significant effect on emotion regulation. Also, emotion regulation has a negative and significant effect on digital burnout. In addition, online teaching competence and digital self-efficacy have a negative and significant effect on digital burnout with the mediating role of emotion regulation. Therefore, the causal model of digital burnout based on online teaching competence and digital self-efficacy with the mediating role of emotion regulation fits the empirical model.
Conclusion: Teachers with online teaching competence and digital self-efficacy and with positive emotion regulation strategies have knowledge, skills, abilities, attitudes, and confidence in how to use digital technology in education. They also control their emotions and feelings when using digital technology.
کلیدواژه‌ها [English]
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