ArticleFrontiers in psychology2022
Exploring the Impact of Individual and Social Antecedents on Teachers' Teaching Innovation: Perspective of Goal-Oriented Behavior and Social Identity.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed, 9 citations in OpenAlex.
- Promoting teaching innovation among university teachers through AI literacy from the perspective of planned behavior: the moderating effects of three perceived supports.Frontiers in psychology · 2025Article
- The integration of psychology and medicine: an empirical study of curriculum reform from the perspective of China.Frontiers in psychology · 2024Article
- Enhancing students' online collaborative PBL learning performance in the context of coauthoring-based technologies: A case of wiki technologies.Education and information technologies · 2023Article
- The transcultural adaptation and validation of the Chinese version of the Attitudes Toward Recognizing Early and Noticeable Deterioration scale.Frontiers in psychology · 2022Article
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Authors and funding
6 authors at 5 institutions in 2 countries.
Funding
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Abstract
Many scholars have investigated education management. Scholars in the education field have made significant achievements in contributing to multiple educational reform policies, while other scholars discuss teacher-related issues from the perspective of organizational behavior. The teaching innovation of high school teachers plays a critical role in students' learning attitude and motivation, especially in the context of the COVID-19 pandemic. Teachers need to utilize more diversified teaching methods to enable students to carry out effective learning. In order to examine teachers' teaching innovation, this study explores teaching innovation intentions and performance from the perspective of individual and social factors in combination with goal-oriented behavior and social identity theory. This study conducts questionnaires with a sample of Chinese coastal high school teachers, and obtains a total of 475 responses. The research results show that innovation attitude, positive anticipated emotion, group norms and social identity positively affect teachers' teaching innovation intention; furthermore, teachers' teaching innovation intention also positively affects their teaching innovation performance. Based on the comprehensive research findings, this research proposes corresponding theoretical and practical implications.
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