ArticleFrontiers in psychology2025
From believing to behaving: Unpacking teacher emotion as the mediator between information literacy self-efficacy and information-empowered teaching engagement.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: In the era of artificial intelligence, information literacy is a crucial skill for teachers, enabling the effective integration of technology into pedagogy. This study examines the psychological factors influencing the information-empowered teaching engagement of university English teachers. Methods: A cross-sectional survey was conducted with 224 university English teachers in Southeast China. Data were collected using a composite questionnaire measuring information literacy self-efficacy, teacher emotion (both positive and negative), and information-empowered teaching engagement. The data were analyzed via SmartPLS to test the proposed mediation model. Results: The findings indicate that university English teachers experience a mix of positive and negative emotions when applying information technology. Information literacy self-efficacy was identified as a primary factor promoting teaching engagement. Both positive and negative emotions were found to play substantial and parallel mediating roles between self-efficacy and engagement. Discussion: The study highlights the complex emotional landscape accompanying technology integration. It proposes the design of hybrid professional development programs for technology-rich environments. These programs should concurrently provide emotional support and technical training to enhance teachers' information literacy self-efficacy and, consequently, their information-empowered teaching engagement.
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