Determinants of Behavioral Intention and Use of Interactive Whiteboard by K-12 Teachers in Remote and Rural Areas

What Affects Vocational Teachers' Acceptance and Use of ICT in Teaching? A Large-Scale Survey of Higher Vocational College Teachers in China

This study aimed to explore what factors affect teachers' acceptance and instructional use of ICT in Chinese higher vocational colleges. Grounded in the modified UTAUT model, the current study investigated the direct and indirect effects of teachers' performance expectancy, effort expectancy, external conditions, and behavioral intentions on using ICT in teaching. A total of 6087 teachers from 219 vocational colleges in 28 provinces in China participated in a large-scale survey. Structural equation modeling revealed that the teachers' psychological perceptions (including performance expectancy, effort expectancy, and intention to use ICT technology) and the external support conditions (including professional development support, infrastructures, the climate of organizational reform and innovation, and teacher performance assessment mechanisms) significantly directly affect the use of ICT in Chinese higher vocational college teachers' teaching practice. Moreover, this study confirmed the mediating role of teachers' intention to use ICT in teaching in the relationship between teachers' psychological perceptions and ICT instructional usage behavior. However, there were differences in the significance of these variables in the chain effect of teachers' intention to use ICT. These findings expand our understanding of the factors influencing ICT use in teaching among VET teachers in China, thus providing practical implications for higher vocational college managers to promote teachers' ICT teaching behaviors.

Key Factors Affecting Mathematics Teachers' Well-Being and Stress Levels: An Extended Engagement Theory

The mathematics teachers' profession often has many challenges. It also occupies important positions at the K-12 education level, in which mathematics knowledge is the basis of all scientific fields. This tends to cause high-stress levels and a negative effect on well-being. Mathematics teachers' well-being has been less examined, and therefore this study aims to determine the factors affecting mathematics teachers' well-being and stress levels. The 210 data points collected from Chinese mathematics teachers using a web-based questionnaire were analyzed for reliability and validity, then model fit and SEM were applied for model validation after removing 3 invalid data points and incomplete responses. The results showed that behavioral and cognitive engagements significantly affect teachers' well-being, while the affective engagement was insignificant. The TPMK was the strongest significant predictor that had a positive impact on improving well-being and reducing stress levels. In addition, the stress level of mathematics teachers was influenced by gender and age. Finally, it was proven that teachers' well-being significantly reduced stress levels. This study's implication was to provide information on how to reduce stress levels.

A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students' Well-Being

Psychology is one of the numerous factors that influences students' mathematics achievement, but studies on the influence of psychology on student mathematics achievement are still limited. This study analyzes key factors affecting mathematics achievement through teacher-parent support, stress, and students' well-being in learning mathematics. Data was collected via online questionnaires. Participants of the study are 531 students studying at five secondary schools in Bandung, Indonesia. The data were analyzed using the structural equations modeling approach using SMART-PLS 3.0 software. The results showed that interest in learning was the most significant factor affecting students' mathematics achievement. Moreover, teachers have a more substantial effect than parents' support, which does not significantly reduce the students' stress levels. The academic and emotional support of teachers and parents reduces students' stress levels while increasing their feelings and interest in learning mathematics. This study provides essential results for school teachers and parents to improve students' mathematics achievement at the secondary school level.

Factors Related to the Intention to Use Dental Care by Industrial Workers Due to COVID-19: Application of Anderson Model and Planned Behavior Theory

The COVID-19 pandemic has affected medical and dental care in Korea. This study aimed to investigate the factors influencing the intention to use dental care in industrial workers, an economically active population. An online questionnaire survey was completed by 301 industrial workers. Stress and anxiety to viral epidemics-6 (SAVE-6), attitude, subjective norm, perceived behavior control, and intention to use dental care, based on the theory of planned behavior (TPB), were measured. Predisposing, enabling, and need factors based on the Andersen model were measured as control variables for influencing factors. In the final hierarchical multiple regression analysis, the most significant relevant factors affecting intention to use dental care were attitude (β = 0.598, p < 0.001), followed by experience of dental clinic visits (β = 0.237, p < 0.001), subjective norm (β = 0.125, p < 0.001), perceived behavior control (β = 0.114, p = 0.004), SAVE-6 (β = -0.073, p = 0.025), and gingival bleeding (β = 0.062, p = 0.029). Dental care use decreased to 58.5%, and socio-psychological factors based on TPB were closely associated with the intention to use dental care. Therefore, awareness must be raised regarding oral health practices to increase the use of dental care among industrial workers.