ArticleInternational journal of environmental research and public health2020
Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress.
Article in International journal of environmental research and public health, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 47 papers, 3 of them syntheses that pooled it.
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Who cites it
47 citing papers in PubMed, 3 syntheses or guidelines pooled it, 236 citations in OpenAlex.
- Digital Job Demands and Resources: Digitization in the Context of the Job Demands-Resources Model.International journal of environmental research and public health · 2023Pooled it
- The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review.International journal of environmental research and public health · 2023Pooled it
- K-12 teachers' stress and burnout during the COVID-19 pandemic: A systematic review.Frontiers in psychology · 2022Pooled it
- The impact of technostress on female teachers' perceived career progression: the mediating role of work-family conflict.Frontiers in psychology · 2026Article
- Technostress, Burnout, and Job Satisfaction: An Empirical Study of STEM Teachers' Well-Being and Performance.Behavioral sciences (Basel, Switzerland) · 2025Article
- Frustrated Teachers: An REBT Intervention to Reduce Frustration Discomfort in Middle School Teachers-A Quasi-Experimental Study.European journal of investigation in health, psychology and education · 2025Article
- Article
- Research on middle school teachers' technostress empowered by artificial intelligence.Frontiers in artificial intelligence · 2025Article
- Wearable neurofeedback acceptance model for students' stress and anxiety management in academic settings.PloS one · 2024Article
- Iranian medical students' E-learning continuance intention after end of COVID-19 pandemic.Journal of education and health promotion · 2024Article
- Abrupt introduction of distance learning during the covid-19 pandemic: What psychological impact on teachers?Journal of public health in Africa · 2023Article
- Mobile technology features and technostress in mandatory online teaching during the COVID-19 crisis.Heliyon · 2023Article
- Psychometrics evaluation of the university student engagement inventory in online learning among Arab students.BMC nursing · 2023Article
- Enhancing psychological well-being of school teachers in India: role of energy management, thriving, and stress.Frontiers in psychology · 2023Article
- Article
- How much do we care about teacher job insecurity during the pandemic? A bibliometric review.Frontiers in public health · 2023Review
- Factors influencing teachers' satisfaction and performance with online teaching in universities during the COVID-19.Frontiers in psychology · 2023Article
- Work fatigue during COVID-19 lockdown teleworking: the role of psychosocial, environmental, and social working conditions.Frontiers in psychology · 2023Article
- Technostress and academic motivation: direct and indirect effects on university students' psychological health.Frontiers in psychology · 2023Article
- Digital Pandemic Stress in Higher Education in Venezuela.European journal of investigation in health, psychology and education · 2022Article
Corrections and comments
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Authors and funding
5 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands-Resources Model (JD-R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers' CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers' CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.