Table 6 Path estimates of the structural model
Results | Effect sizes | Research hypotheses | ||
|---|---|---|---|---|
| Â | Standard Coefficients | Non-standard coefficients | Â | |
p | T | |||
accepted | 0.778 | P < 0/01 | 20.070 | H1 = Teachers' online teaching competence has a significant effect on emotion regulation |
accepted | 0.45 | P < 0/01 | 10.23 | H2 = Teachers' online teaching competence has a significant effect on digital burnout |
accepted | 0.70 | P < 0/05 | 14.25 | H3 = teachers’ emotion regulation mediates the effect of teachers’ online teaching competence on digital burnout |
Accepted | 0.67 | P < 0.01 | 7.43 | H4 teachers' self-efficacy affects teachers' emotion regulation |
accepted | 0.77 | P < 0/01 | 21.20 | H5 teachers' self-efficacy affects teachers' digital burnout |
Accepted | 0.53 | P < 0/01 | 9.92 | H6 teachers’ emotion regulation mediates the effect of teachers’ self-efficacy on digital burnout |
Accepted | 0.413 | P < 0/01 | 9.23 | H7 = Teachers' emotion regulation affects digital burnout |