Motivation to teach and preparedness for teaching among preservice teachers in China: The effect of conscientiousness and constructivist teaching beliefs.

"Preparedness for teaching" refers to the degree of confidence preservice teachers have, and reflects their ability. Developing preparedness for teaching is an important part of preservice teachers' professionalization. A substantial body of literature has documented the critical influence of the motivation to teach on preparedness; however, how this relation is impacted by mediating and moderating mechanisms remains unclear. To respond to this gap in knowledge, the present study constructed a mediated moderation model through structural equation modeling and multigroup tests using 383 questionnaires completed by preservice teachers in China. The findings indicate that the preservice teachers' genders, entry path, and levels of certainty about their future teaching career choices all influence their preparedness for teaching. Specifically, preservice teachers who believe that they will choose a teaching career in the future have more intrinsic motivation, stronger constructivist teaching beliefs, and a higher levels of teaching preparedness. Moreover, preservice teachers' motivations to teach can positively predict their constructivist teaching beliefs and preparedness for teaching, but their constructivist teaching beliefs alone do not have a mediating effect on the relationship between motivation to teach and preparedness for teaching. However, the findings reveal that the constructivist teaching beliefs of highly conscientiousness group can partially mediate the relationship between the motivation to teach and the preparedness for teaching. Additionally, conscientiousness moderates the influence of constructivist teaching beliefs on preparedness for teaching. The study provides meaningful insights into the within-personal traits of how and when motivation to teach affects preparedness for teaching, which may be useful for the motivation best practices for preservice teacher recruitment, training, and support to create high-quality teachers.

Effort expectancy mediate the relationship between instructors' digital competence and their work engagement: evidence from universities in China.

In a very short time, higher education transitioned to online and blended learning, in response to the global COVID-19 pandemic. Although research literature is replete with rationale for instructors to develop digital competence during the Great Online Transition, research on the correlates of digital competence and effort expectancy in relation to their work engagement has remained insufficient. Thus, the objective of this study is to investigate the effects of digital competence and effort expectancy and how they predict teachers' work engagement. A sample of 321 in-service teachers selected from universities in China took part in this study. The results of structural equation modeling indicated that teachers' digital competence positively and significantly correlated with their work engagement and their effort expectancy. In addition, effort expectancy significantly influenced teachers' work engagement. Lastly, effort expectancy, as the mediator variable, was found to mediate the relationship between teachers' digital competence and their work engagement. Implications were suggested for improving teachers' work engagement to support digital shifts.

An Empirical Investigation of University Students' Behavioural Intention to Adopt Online Learning: Evidence from China.

The present study examined the relationship among behavioural intention (BI) to adopt online learning, perceived usefulness (PU), perceived ease of use (PEU), self-regulated online learning (SR) and online learning self-efficacy (SE). A total of 900 university students with online learning experience from many provinces of China took part in the study. Structural equation modelling (SEM) was used to analyse the data accepted. The results indicate that PU has a significant positive effect on BI; SR has a significant positive effect on PEU, PU and BI. SE has a significant positive effect on PEU, PU and BI. In addition, SE and SR have significant indirect effects on BI through the mediation of PU. The outcomes have tangible theoretical and practical implications. They not only replicates previous research and provides possible space for further expansion of TAM, but also provide us with an opportunity to reflect on and actively take practical measures to improve BI. These efforts include teachers, parents and other educators trying to promote students' academic achievements, self-efficacy and self-regulation in the process of online learning. The former is the most concerning issue, while the latter two are the source of students' motivation. Furthermore, educators should make appropriate use of the role of digital technology in online learning and be careful not to exaggerate the value of digital technology, let alone equate it with online learning.

Examine the parenting style effect on the academic achievement orientation of secondary school students: The moderating role of digital literacy.

The purpose of the study was to determine the association between parenting styles (authoritative and permissive) and students' self-efficacy (LSE), self-regulatory learning (SRL), and academic accomplishment orientation of secondary school students in Punjab, Pakistan. The study also investigated the effect of digital learning as a moderating variable in the relationship between SRL and academic achievement oriented, as well as between learner self-efficacy (LSE) and academic achievement among secondary school students. The study was conducted with (N = 720) secondary school students of Punjab Pakistan. In the current research cross sectional design was used, and multistage sampling was used to draw a sample from the population. The results from the study, it is found that the authoritative parenting style has a weak association with LSE and a strong association with SRL. Permissive parenting styles have low associations with SRL and have a high association with LSE as compared to authoritarian parenting. Furthermore, when compared to students from permissive parenting, secondary students from authoritarian parenting have higher SRL and a higher academic achievement orientation. Results revealed that that digital literacy significantly moderate with LSE to influence the academic achievement orientation, while digital literacy significantly interacts with SRL to highly influence the academic achievement orientation of secondary school students.

Self-Worth as a Mediator and Moderator Between Teacher-Student Relationships and Student Engagement in Rural Schools.

This study examined how self-worth of students mediated and moderated their perceived positive teacher-student relationships and student engagement among middle-school students from rural China. Eighth graders (N = 838) completed surveys measuring their perceived relationships with teachers, their self-worth, and engagement. Statistical analyses revealed significant correlations among all three variables, with the strongest being between teacher-student relationships and student engagement. The structural equation modeling indicated that self-worth partially mediated the effect of teacher-student relationships on student engagement; however, positive teacher-student relationships were a stronger predictor. Multigroup analyses identified self-worth as a moderator, whereby students with lower self-worth were more reliant on positive teacher-student relationships to enhance their engagement. This study provides insights into how self-worth of students and their perceived positive teacher-student relationships influence their academic engagement in disadvantaged rural areas of China.