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Mahdavi Javid,, Maedeh, Binabaji,, Halimeh, Eshghi, Afsaneh, Abdolahi, Farzaneh, Kaabomeir, Noori. (1405). Technological Self-Efficacy and Techno-Stress as Predictors of Job Burnout Among Teachers: The Moderating Role of Cognitive Flexibility. نشریه علمی دانشگاه سیستان و بلوچستان, (), -. doi: 10.22111/ijop.2026.57228.1127
Maedeh Mahdavi Javid,; Halimeh Binabaji,; Afsaneh Eshghi; Farzaneh Abdolahi; Noori Kaabomeir. "Technological Self-Efficacy and Techno-Stress as Predictors of Job Burnout Among Teachers: The Moderating Role of Cognitive Flexibility". نشریه علمی دانشگاه سیستان و بلوچستان, , , 1405, -. doi: 10.22111/ijop.2026.57228.1127
Mahdavi Javid,, Maedeh, Binabaji,, Halimeh, Eshghi, Afsaneh, Abdolahi, Farzaneh, Kaabomeir, Noori. (1405). 'Technological Self-Efficacy and Techno-Stress as Predictors of Job Burnout Among Teachers: The Moderating Role of Cognitive Flexibility', نشریه علمی دانشگاه سیستان و بلوچستان, (), pp. -. doi: 10.22111/ijop.2026.57228.1127
Mahdavi Javid,, Maedeh, Binabaji,, Halimeh, Eshghi, Afsaneh, Abdolahi, Farzaneh, Kaabomeir, Noori. Technological Self-Efficacy and Techno-Stress as Predictors of Job Burnout Among Teachers: The Moderating Role of Cognitive Flexibility. نشریه علمی دانشگاه سیستان و بلوچستان, 1405; (): -. doi: 10.22111/ijop.2026.57228.1127

Technological Self-Efficacy and Techno-Stress as Predictors of Job Burnout Among Teachers: The Moderating Role of Cognitive Flexibility

Iranian Journal of Organizational psychology
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 10 آبان 1405
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22111/ijop.2026.57228.1127
نویسندگان
Maedeh Mahdavi Javid,1؛ Halimeh Binabaji,2؛ Afsaneh Eshghi2؛ Farzaneh Abdolahi2؛ Noori Kaabomeir* 3
1M.A. Student in Industrial and Organizational Psychology, Shahid Beheshti University, Tehran, Iran
2B.A. in Psychology, Binaloud Institution of Higher Education, Mashhad, Iran
3Assistant Professor, Department of Psychology, Binaloud Institution of Higher Education, Mashhad, Iran
چکیده
The present study aimed to examine the effects of technological self-efficacy and technostress on teachers’ job burnout, considering the moderating role of cognitive flexibility. This study employed a descriptive correlational design. The statistical population consisted of all teachers working in the seven educational districts of Mashhad during the 2024–2025 academic year. A sample of 215 teachers was selected using multistage cluster random sampling. Data were collected using four questionnaires assessing job burnout, technological self-efficacy, technostress, and cognitive flexibility. Pearson’s correlation coefficient and multiple regression analysis were performed using SPSS version 27 for data analysis. The findings indicated a significant negative relationship between technological self-efficacy and job burnout (β = −0.24, p < 0.006). Moreover, technostress showed a significant positive relationship with job burnout (β = 0.30, p < 0.001). Furthermore, the results demonstrated that cognitive flexibility significantly moderated the relationship between technological self-efficacy and job burnout (t = 2.07, p < 0.040). These findings highlight the critical role of self-efficacy beliefs and cognitive characteristics in coping with technology-related workplace challenges. The results suggest that strengthening teachers’ psychological resources and developing cognitive skills may contribute to reducing job burnout among teachers.
کلیدواژه‌ها
Technological self-efficacy؛ Technostress؛ Job burnout؛ Cognitive flexibility؛ Teachers
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تعداد مشاهده مقاله: 1


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