教育智能体认知对高等医学院校教师技术焦虑的影响：相互信任与竞争氛围的调节作用

申正付; 熊韵波; 杨秀木; 童旭辉; 陈辉; 吴长法; 周森鑫

教育智能体认知对高等医学院校教师技术焦虑的影响：相互信任与竞争氛围的调节作用

Impact of educational intelligent agent cognition on teachers' technological anxiety in medical colleges: the moderating roles of mutual trust and competitive atmosphere

摘要

摘要:
目的： 探讨教育智能体认知对高等医学院校教师技术焦虑的影响以及相互信任和竞争氛围的调节作用。
方法： 采用一般资料调查表、教育智能体认知测量量表、教师技术焦虑量表、相互信任量表和竞争氛围量表对北京、上海、浙江、江苏、安徽、广西和云南的22所的高等医学院校2 013名教师进行问卷调查。
结果： 各量表的信度和效度良好：Cronbach's α值均＞0.8，组合信度均＞0.8，各维度的平均方差提取量均＞0.6，各题项的方差膨胀因子均＜5，所有测量题项的因子载荷均＞0.7。相关分析结果显示，教育智能体认知与教师技术焦虑、相互信任与教师技术焦虑、教育智能体认知与竞争氛围、相互信任与竞争氛围呈明显负相关关系（r：–0.771～–0.514，P ＜ 0.01），教师技术焦虑与竞争氛围呈明显正相关关系（r：0.532～0.824，P ＜ 0.01）。结构方程模型分析显示，教育智能体认知负向预测技术焦虑（β = –0.419， P ＜ 0.01），相互信任正向调节教育智能体认知与技术焦虑的关系（β = 0.343， P ＜ 0.01），竞争氛围负向调节教育智能体认知与技术焦虑的关系（β = –0.191， P ＜ 0.05）；模型拟合良好（χ²/df = 2.449，CFI = 0.969，TLI = 0.963，RMSEA = 0.057，SRMR = 0.047）。
结论： 教育智能体认知是教师技术焦虑的直接预测因子，正面而确定的认知评估降低技术焦虑；相互信任为教师提供心理安全网，与高水平认知协同缓解技术焦虑；竞争氛围放大了技术焦虑。

Abstract:
Objective To explore the impact of educational intelligent agents' cognition on teachers' technology anxiety in medical colleges and the moderating effects of mutual trust and competitive atmosphere.
Methods A questionnaire survey was conducted among 2013 teachers from 22 medical colleges in Beijing, Shanghai, Zhejiang, Jiangsu, Anhui, Guangxi, and Yunnan, using a general information questionnaire, the Educational Intelligent Agent Cognition Scale, the Teacher Technology Anxiety Scale, the Interpersonal Trust Scale, and the Competitive Atmosphere Scale.
Results (1) Reliability and validity test results of the scales: Cronbach's α value all ＞0.8, composite reliability (CR) all ＞0.8, the average variance extracted (AVE) for each dimension all ＞0.6, the variance inflation factor (VIF) for each item all ＜5, and the factor loadings for all measurement items ＞0.7; (2) Correlation analysis revealed significant negative correlations between perceptions of educational intelligence and teachers' technological anxiety, mutual trust and teachers' technological anxiety, perceptions of educational intelligence and competitive atmosphere, and mutual trust and competitive atmosphere (r: –0.771 – –0.514, P ＜ 0.01), while teachers' technology anxiety exhibited a positive correlation with competitive atmosphere (r: 0.532–0.824, P ＜ 0.001); (3) Structural equation model results: Educational intelligent agent cognition negatively predicted technology anxiety (β = –0.419, P ＜ 0.001). Mutual trust positively moderated the relationship between educational intelligent agent cognition and technology anxiety (β = –0.343, P ＜ 0.001). Competitive atmosphere negatively moderated the relationship between educational intelligent agent cognition and technology anxiety (β = –0.191, P ＜ 0.05). The model fits well (χ²/df = 2.449, CFI = 0.969, TLI = 0.963, RMSEA = 0.057, and SRMR = 0.047).
Conclusions Cogonition of educational intelligent agent is a direct predictor of teachers' technology anxiety, where positive and certain cognitive evaluations reduce such anxiety. Mutual trust provides teachers with a psychological safety net and works in conjunction with high–level cognition to alleviate technology anxiety. A competitive atmosphere amplifies technology anxiety.

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