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Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress.

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.

SUBMITTER: Panisoara IO

PROVIDER: S-EPMC7672544 | biostudies-literature | 2020 Oct

REPOSITORIES: biostudies-literature

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Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress.

Panisoara Ion Ovidiu IO Lazar Iulia I Panisoara Georgeta G Chirca Ruxandra R Ursu Anca Simona AS

International journal of environmental research and public health 20201030 21

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 motiv ...[more]

PMID: 33143180

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Project description:BackgroundMobile health apps are becoming increasingly popular, and they provide opportunities for effective health management. Existing chronic disease management (CDM) apps cannot meet users' practical and urgent needs, and user adhesion is poor. Few studies, however, have investigated the factors that influence the continuance intention of CDM app users.ObjectiveStarting from the affordances of CDM apps, this study aimed to analyze how such apps can influence continuance intention through the role of health empowerment.MethodsAdopting a stimulus-organism-response framework, an antecedent model was established for continuance intention from the perspective of perceived affordances, uses and gratifications theory, and health empowerment. Perceived affordances were used as the "stimulus," users' gratifications and health empowerment were used as the "organism," and continuance intention was used as the "response." Data were collected online through a well-known questionnaire survey platform in China, and 323 valid questionnaires were obtained. The theoretical model was tested using structural equation modeling.ResultsPerceived connection affordances were found to have significant positive effects on social interactivity gratification (t717=6.201, P<.001) and informativeness gratification (t717=5.068, P<.001). Perceived utilitarian affordances had significant positive effects on informativeness gratification (t717=7.029, P<.001), technology gratification (t717=8.404, P<.001), and function gratification (t717=9.812, P<.001). Perceived hedonic affordances had significant positive effects on function gratification (t717=5.305, P<.001) and enjoyment gratification (t717=13.768, P<.001). Five gratifications (t717=2.767, P=.005; t717=4.632, P<.001; t717=7.608, P<.001; t717=2.496, P=.012; t717=5.088, P<.001) had significant positive effects on health empowerment. Social interactivity gratification, informativeness gratification, and function gratification had significant positive effects on continuance intention. Technology gratification and enjoyment gratification did not have a significant effect on continuance intention. Health empowerment had a significant positive effect on continuance intention. Health empowerment and gratifications play mediating roles in the influence of affordances on continuance intention.ConclusionsHealth empowerment and gratifications of users' needs are effective ways to promote continuance intention. The gratifications of users' needs can realize health empowerment and then inspire continuance intention. Affordances are key antecedents that affect gratifications of users' needs, health empowerment, and continuance intention.

Dataset Information

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress.

Publications

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress.

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