Self-efficacy mediates but does not moderate the relationship between facilitating conditions and intention to teach English with AI

• In Event: AERA Poster Session Sunday 11:45 am
  In Poster Session: Technology, Instruction, Cognition, and Learning SIG Poster Session

Abstract

This study aims to uncover whether AI self-efficacy (self-efficacy in AI technological, pedagogical, and content knowledge) mediates or moderates the relationship between facilitating conditions and intention to teach with AI. A total of 765 English teachers were recruited from mainland China. The current study demonstrated that facilitating conditions positively predicted self-efficacy, which in turn positively predicted intention to teach with AI. The interaction produced a nonsignificant relation to intention to teach with AI. We concluded that self-efficacy mediated but did not moderate the relationship between facilitating conditions and intention to teach with AI. Our findings underscore the imperative of cultivating teachers’ self-efficacy, particularly in pedagogical and content knowledge.

Authors

• Jiajing LI, Beijing Normal University

• Yao Zhao, UNC Charlotte

• YaoYao Ji, Chinese University of Hong Kong