Effects of knowledge sharing on sustainable happiness of preschool teachers: The mediating roles of self-efficacy and helping behavior

Lee, Kuen-Cheng; Chang, I-Hsiung; Wang, I-Ling; Chen, Ru-Si

doi:10.1007/s12144-022-02725-8

Cited by 7 publications

(7 citation statements)

References 41 publications

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“…The results showed a favorable impact on teachers' literacy abilities from information management and sharing methods. Lee, et al (2022) conducted a study to evaluate the many mediating influences of self-efficacy and prosocial behavior on the link between knowledge sharing and sustained happiness. Preschool instructors' opinions on several linked topics, including sustainable happiness, were examined using a survey.…”

Section: Literature Reviewmentioning

confidence: 99%

استخدام التشارك المعرفي الإلكتروني لتنمية الكفايات التدريسية لدى معلمي اللغة الإنجليزية كلغة أجنبية

بکر

2023

مجلة البحث في التربية وعلم النفس

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The current research aimed at investigating the effect of using electronic knowledge sharing on enhancing EFL teachers' teaching competencies. It utilized a teaching competences test that included (20) items which were divided over (5) parts. The participants were (35) EFL secondary school teachers (16 males and 19 females) at Hurghada Educational Administration at Red Sea Governorate in Egypt. Following a quasi-experimental design, the research utilized the instrument to record the results and interpret them in the light of its hypotheses. Results showed that there is a statistically significant difference between the mean scores of the participants in the pre-post testing of teaching competencies favoring the post testing. Additionally, there is no statistically significant difference between the mean scores of the participants in the post testing of teaching competencies according to gender variable. Furthermore, there is no statistically significant difference between the mean scores of the participants in the post testing of teaching competencies according to years of experience variable. Recommendations of the research included highlighting practicing electronic knowledge sharing in both pre-service and in-service teachers' trainings to enhance the teachers' teaching competencies.

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Section: Literature Reviewmentioning

confidence: 99%

استخدام التشارك المعرفي الإلكتروني لتنمية الكفايات التدريسية لدى معلمي اللغة الإنجليزية كلغة أجنبية

بکر

2023

مجلة البحث في التربية وعلم النفس

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“…Sustainable well-being, on the other hand, refers to people's ability to sustain stable, positive emotional experiences in their work and life (Sheldon and Lyubomirsky, 2021). In addition, researchers have indicated that sustained positive affective experiences bring higher levels of well-being to preschool teachers (Lee et al, 2022). For example, teachers of young children who enjoy participating in leisure activities have more opportunities for social interaction, which also provides them with more positive interactions and facilitates the acquisition of positive emotional affect.…”

Section: The Relationship Between Emotional Engagement and Sustainabl...mentioning

confidence: 99%

“…In other words, lower job stress is related with higher levels of sustainable well-being. More importantly, in the current complex environment and challenges, it is important to give preschool teachers more support to cope with the stress in the work environment with a positive mindset through reducing psychological burdens (Jeon et al, 2018), so that they can maintain a continuous sense of well-being in their future work and life and bring more contributions to the kindergarten organization (Lee et al, 2022). Therefore, this study explores the relationship between job stress and sustainable wellbeing of preschool teachers and proposes the hypothesis that job stress is negatively related with sustainable wellbeing (H7).…”

Section: The Relationship Between Job Stress and Sustainable Well-beingmentioning

confidence: 99%

The effect of leisure engagement on preschool teachers’ job stress and sustainable well-being

Nong

et al. 2022

Front. Psychol.

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The preschool education profession often faces many challenges and preschool teachers, as important members of the preschool education profession must respond to a variety of emergencies with young children, which also leads to high levels of job stress and can have a negative impact on their ongoing well-being. Past research has pointed out that a healthy lifestyle is one of the key factors in enhancing sustainable well-being in high-stress work situations and many studies have found that good leisure activity engagement as a healthy lifestyle is associated with higher levels of well-being. However, the relationship between preschool teachers’ leisure engagement and sustainable well-being has been less explored. Therefore, this study proposed seven research hypotheses based on the engagement theory proposed by Fredricks et al. (2004) and developed a research model to explore the relationship between three types of leisure engagement, including behavioral, affective and cognitive, and preschool teachers’ job stress and sustainable well-being, using age as a control variable. This study used a cross-sectional web-based questionnaire with a convenience sample of 500 preschool teachers in China. The collected data were analyzed for reliability and validity, model fit testing and structural equation modeling for model validation after removing invalid data and incomplete responses. The results of the study showed that (a) behavioral engagement was not related with either the job stress or sustainable well-being of preschool teachers; (b) Emotional and cognitive engagement were negatively related to job stress but positively related to the sustainable well-being of preschool teachers; and (c) Job stress was negatively related to the sustainable well-being of preschool teachers; (d) Age is an effective control variable. From the above results, it is clear that not all three types of leisure engagement are effective in terms of reducing the work stress of preschool teachers. As well as being related to the sustainable well-being of preschool teachers emotional and cognitive engagement contributed more to sustainable well-being acquisition.

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“…In recent years, the research methods of self-efficacy are mainly empirical research, and the research content mainly focuses on three themes: education, organization, and knowledge behavior [30]. Among them, in the existing studies that take self-efficacy as a factor to discuss its impact on users' knowledge behavior, Lee et al [31] tested multiple mediating effects of self-efficacy between knowledge sharing and sustainable well-being, and the results showed self-efficacy positively mediated the relationship between knowledge sharing and sustained well-being. Yang and Li [32] believed that the higher the self-efficacy, the more confident is one of their own ability and valuable contribution to the virtual communities, and the more willing they are to promote knowledge sharing.…”

Section: Research Hypothesismentioning

confidence: 99%

Research on Influencing Factors of Knowledge Hiding Behavior in Socialized Q&A Communities: Taking Zhihu as an Example

Chen

Feng

et al. 2022

Complexity

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With the normalization of epidemic prevention and control, the expression of the public’s demand for health information on online platforms continues to increase, while knowledge hiding behavior has seriously hindered the communication and dissemination of epidemic prevention knowledge and has a negative impact on public communication and access to health information in the socialized Q&A communities. Therefore, further stimulating diving users' activity and reducing their knowledge hiding behavior have become the key to the sustainable development of epidemic prevention and control and communities. Based on the social cognition theory, from the perspective of individual cognition and external environment, this study constructs a theoretical model of the influencing factors of users’ knowledge hiding behavior in the socialized Q&A communities in the post-epidemic era and puts forward relevant assumptions. 151 effective questionnaires are collected and an empirical analysis is carried out by using the structural equation model. The results show that outcome expectation, community atmosphere, and requesting negatively affect knowledge hiding behavior; self-efficacy, outcome expectation, and community atmosphere negatively affect the three different types of knowledge hiding behavior, which are evasive hiding, playing dumb, and rationalized hiding; community atmosphere positively affects outcome expectation, which plays a significant intermediary effect between community atmosphere and knowledge hiding behavior. The research content and relevant conclusions of this study deepen and expand the connotation and extension of knowledge hiding behavior in the negative performance of Q&A communities. From the perspective of practical application, it can also effectively reduce knowledge hiding behavior, grasp the development direction of public health needs, and strengthen the dissemination of epidemic prevention and control knowledge.

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Effects of knowledge sharing on sustainable happiness of preschool teachers: The mediating roles of self-efficacy and helping behavior

Cited by 7 publications

References 41 publications

استخدام التشارك المعرفي الإلكتروني لتنمية الكفايات التدريسية لدى معلمي اللغة الإنجليزية كلغة أجنبية

استخدام التشارك المعرفي الإلكتروني لتنمية الكفايات التدريسية لدى معلمي اللغة الإنجليزية كلغة أجنبية

The effect of leisure engagement on preschool teachers’ job stress and sustainable well-being

Research on Influencing Factors of Knowledge Hiding Behavior in Socialized Q&A Communities: Taking Zhihu as an Example

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