ArticleBMC psychology2024
The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: a mediation model.
Article in BMC psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers.
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Who cites it
15 citing papers in PubMed, 49 citations in OpenAlex.
- An empirical study of digital competence, technostress, and job satisfaction among college physical education teachers in China.Scientific reports · 2026Article
- A social cognitive perspective on teacher technology self-efficacy, inclusion, and student aspirations.BMC psychology · 2026Article
- Teacher Well-Being and Burnout Resilience: Dimensional Independence, Pandemic Burden, and Profile Analysis in Primary Education.International journal of environmental research and public health · 2026Article
- Examining the interplay between media-related professional development, media knowledge, and teacher self-efficacy in STEM and non-STEM domains.Frontiers in psychology · 2026Article
- How digital mismatch leads to digital burnout among grassroots public servants in China: the moderating role of leadership care and organizational incentives.Frontiers in public health · 2026Article
- Exploring the intersections between digital competence with job motivation and job efficacy in EFL teachers: insights from achievement goal theory.BMC psychology · 2025Article
- Exploring the influencing factors of teacher beliefs and their impact on teacher behaviors.BMC psychology · 2025Article
- The Impact of Emotion Regulation Strategies on Teachers' Well-Being and Positive Emotions: A Meta-Analysis.Behavioral sciences (Basel, Switzerland) · 2025Review
- The relationship of rural kindergarten teachers' emotional intelligence and work engagement in China: the chain mediation role of emotional labor strategies and general self-efficacy.BMC psychology · 2025Article
- Effective emotion regulation and positive psychological capital as coping strategies to alleviate teacher burnout: a narrative review.Frontiers in psychology · 2025Review
- Surface vs. deep acting in EFL instruction: mediating and moderating roles of emotion regulation and intelligence in burnout.Frontiers in psychology · 2025Article
- What makes teaching joyful? Unpacking the wellbeing-resilience-enjoyment chain in higher education faculty.Frontiers in psychology · 2025Article
- From resources to efficacy over time: a longitudinal study of psychological capital, emotion regulation, and teacher self-efficacy.Frontiers in psychology · 2025Article
- Emotional factors and self-efficacy in the psychological well-being of trainee teachers.Frontiers in psychology · 2024Article
- Validity and reliability of the Korean version of the Digital Burnout Scale.Frontiers in public health · 2024Article
Corrections and comments
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Authors and funding
2 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundWith the increasing prevalence of online teaching, understanding the dynamics that impact educators' well-being and effectiveness is paramount. This study addresses the interconnected relationships among online teaching competence, self-efficacy, emotion regulation, and digital burnout among teachers in the digital learning environment.
objectivesThe primary objectives of this research are to investigate the direct and mediated effects of online teaching competence and self-efficacy on emotion regulation and digital burnout among teachers. Additionally, the study aims to explore the mediating role of emotion regulation in the relationship between self-efficacy and digital burnout. The overarching goal is to provide comprehensive insights into the factors influencing teacher well-being in the online teaching context. METHODOLOGY: A cross-sectional survey design was employed, involving a convenience sample of educators from a specific university. Participants responded to validated self-report measures assessing online teaching competence, self-efficacy, emotion regulation, and digital burnout. Statistical analyses, including regression and mediation analyses, were conducted to examine the relationships among the key variables.
resultsThe findings reveal significant relationships and effects among the investigated variables. Online teaching competence is a substantial predictor of emotion regulation and digital burnout. Similarly, self-efficacy significantly impacts emotion regulation and digital burnout. Emotion regulation mediates the relationship between online teaching competence, self-efficacy, and digital burnout. These results highlight the intricate connections shaping teachers' experiences in the digital teaching environment. CONCLUSIONS AND IMPLICATIONS: In conclusion, this study provides robust evidence supporting the interconnectedness of online teaching competence, self-efficacy, emotion regulation, and digital burnout among teachers. The implications underscore the importance of fostering these competencies through targeted professional development. Educational institutions and policymakers can use these insights to implement strategies that enhance teacher well-being, ultimately promoting a more effective and sustainable online teaching environment.
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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.