The relationship between teachers' zest for work and teaching motivation: the mediating role of achievement goals.

Objective: This study aims to investigate the mediating role of achievement goals in the relationship between teachers' zest for work and teaching motivation. Method: The research was designed using the relational survey model. The research sample consisted of 518 teachers working in various cities in Turkey in 2023-2024 academic year fall semester. A convenience sampling method was used in sampling. Three Likert-type scales were used as data collection tools. In the data analysis, firstly, the data suitability to normal distributions was examined. As a result of the analysis, kurtosis and skewness values were examined and it was assumed that the data were normally distributed. SPSS Process extension was used to analyze the data. Results and discussion: According to the research results, teachers' zest for work positively and significantly predicted strong and positive achievement goals. In addition, teachers' achievement goals significantly and positively predicted their teaching motivation. Additionally, teachers' zest for work positively and significantly predicted their teaching motivation. Moreover, it can be inferred that achievement goals for students have a mediating role in the relationship between teachers' zest for work and teaching motivation. In this context, it is suggested that policies that increase teachers' teaching motivation should be prioritized.

Technology addiction of adolescents in the COVID-19 era: Mediating effect of attitude on awareness and behavior.

Adolescents have been called the "digital natives of the technology age", but determining adolescents' awareness, attitudes and behavior with respect to technology addiction (TA) is important for developing balanced and effective approaches to support their physical and psychological well-being after the COVID-19 pandemic. For this reason, the present study investigates the impact of attitudes on TA behavior in 382 adolescents by gender and extent of technology use. Three scales were used to determine adolescents' TA awareness, attitude, and behavior. The results of the dual-moderated mediation model show that gender and duration of technology use (h) moderated the full mediation of attitude on awareness and behavior in TA (F = 39.29, df = 9;372, p < .01). The indirect effect in males with 16.04 h per day of technology use is stronger (.24) than the indirect effect in males with 4.90 h per day of technology use (.13). In addition, the simple slope plot shows that when attitude scores increase, addictive behavior rises in females (simple slope = .74, t = 8.79, p < .01). On the other hand, with 16.04 h per day of technology use, when attitude scores decrease, addictive behavior rises in females (simple slope = .69, t = 7.59, p < .01). Furthermore, when the attitude scores increase, addictive behavior rises in males (simple slope = .85, t = 13.26, p < .01). As a result, the psychoeducational intervention programs to be implemented for TA should not only focus on awareness, but should also encompass behavioral, cognitive and lifestyle changes.