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• W3184644456 abstract "The process of transferring to online teaching during the pandemic COVID-19 lockdown has been a core issue for teachers around the globe. The main aim of this paper was to investigate the direct and indirect effects of emotional intelligence (EI) and general self-efficacy on the adaptability to online teaching (AOT). A multiple-mediation model was proposed, including the mediating effect via the teacher’s Facilitator role and teacher’s concrete experience learning mode (CE-LM), as defined in experiential learning theory (ELT). Methods: Data were collected from a sample of 330 preschool and primary school teachers (84 males, Mage = 38.3, SD = 9.14). Path analysis was performed based on maximum likelihood estimation with the resampling method. Results: The findings showed that the proposed model fit the data well. A serial mediation path between EI and AOT via the teacher’s Facilitator role and CE-LM was obtained. In addition, CE-LM mediated the relationship between general self-efficacy and AOT. Conclusion: To date, this is the first study to analyse the direct and indirect effects of dispositional traits, such as EI and general self-efficacy, on AOT in the framework of Kolb’s ELT. Our results highlight the mediating mechanisms of this relationship, that is, the teacher’s Facilitator role and CE-LM. The current research provides an empirical body based on which new instructional strategies will be developed to improve the quality of online teaching during the COVID-19 pandemic and beyond." @default.
• W3184644456 created "2021-08-02" @default.
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• W3184644456 date "2021-07-29" @default.
• W3184644456 modified "2023-10-18" @default.
• W3184644456 title "Adaptability to Online Teaching during Covid-19 Pandemic: A Multiple Mediation Analysis Based on Kolb’s Theory" @default.
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• W3184644456 doi "https://doi.org/10.3390/ijerph18158032" @default.
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