ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
From Believe to Behave: Unpacking Teacher Emotion as the Mediator between Information Literacy Self-Efficacy and Information-Empowered Teaching Engagement
Provisionally accepted
- 1School of Foreign Languages, Jimei University, Xiamen, China
- 2School of Arts and Sciences, Fujian Medical University, Fuzhou, China
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In the era of artificial intelligence, information literacy has become a crucial skill for teachers, enabling them to effectively integrate technology into their teaching practices. A cross-sectional survey design was employed to examine the psychological factors affecting the information-empowered teaching engagement of 224 university English teachers in Southeast China. Data were collected with a composite questionnaire including sub-scales for information literacy self-efficacy, teacher emotion, and information-empowered teaching engagement. SmartPLS was employed to analyze the data and test the mediation model. The findings reveal that university English teachers experience a mixture of positive and negative emotions while applying information technology in English teaching, that information literacy self-efficacy is the main factor to promote information-empowered teaching engagement, and that both positive and negative emotions play equally substantial and parallel mediating roles between self-efficacy and teaching engagement. Finally, this study proposes to design hybrid professional development programs attuned to the technology-rich teaching and learning environment, offering emotional support and technical support to enhance university English teachers' information literacy self-efficacy and information-empowered teaching engagement.
Keywords: Information Literacy, parallel mediation, self-efficacy, Teacher emotions, Teaching engagement
Received: 01 Sep 2025; Accepted: 03 Dec 2025.
Copyright: © 2025 Xie, Cheng, Du and Zhang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Haiyan Zhang
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