Research on Psychological Resilience, Digital Competence, and Self-Efficacy in Online TCFL Teachers.

IF 2.5 3区心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY

Behavioral Sciences Pub Date : 2025-03-14 DOI:10.3390/bs15030366

Qian Shi, Xiangdong Xu, Youwen Zhang, Bo Hu

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Abstract

In the context of the increasing digitization of education, online teachers' competence and the affective factors of digital competence, psychological resilience, and self-efficacy have become prominent areas of academic inquiry. However, there is a dearth of extant research addressing the interactions between these variables in an online teaching Chinese as a foreign language (TCFL) environment. This study investigated the relationships among the digital competence, psychological resilience, and self-efficacy of online TCFL teachers via quantitative research methods. The questionnaires were administered to 610 online TCFL teachers, and the data were analyzed via structural equation modeling. The results indicate that digital competence and psychological resilience can significantly predict online teachers' self-efficacy, and that the relationship between psychological resilience and self-efficacy can be significantly moderated by digital competence. This finding not only provides novel perspectives and insights for enhancing online teaching effectiveness, particularly in the domain of online foreign language instruction, but also complements and extends self-efficacy theory from the perspective of social cognitive theory.

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在教育日益数字化的背景下，在线教师的能力以及数字能力、心理复原力和自我效能等情感因素已成为学术研究的突出领域。然而，关于这些变量在对外汉语在线教学（TCFL）环境中的相互作用的现有研究却十分匮乏。本研究通过定量研究方法调查了在线对外汉语教师的数字能力、心理复原力和自我效能感之间的关系。对 610 名在线外语教学教师进行了问卷调查，并通过结构方程模型对数据进行了分析。结果表明，数字能力和心理复原力可以显著预测在线教师的自我效能感，而且心理复原力和自我效能感之间的关系可以被数字能力显著调节。这一发现不仅为提高在线教学尤其是在线外语教学的有效性提供了新的视角和见解，而且从社会认知理论的角度补充和扩展了自我效能感理论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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