Skip to main content

ORIGINAL RESEARCH article

Front. Psychol.
Sec. Educational Psychology
Volume 15 - 2024 | doi: 10.3389/fpsyg.2024.1495743
This article is part of the Research Topic Culture and Emotion in Educational Dynamics - Volume II View all 10 articles

Cracking the Code of Teacher Burnout: The Chain Mediation of GPT Integration Degree Through Behavioral Engagement and Classroom Atmosphere in A Cross-level Chain Mediation Model

Provisionally accepted
Bingyue Chen Bingyue Chen 1Binglian Chen Binglian Chen 1*Shengtao Ren Shengtao Ren 1*Bin Li Bin Li 1*Hui Liu Hui Liu 1*Guoxin Jiang Guoxin Jiang 2*
  • 1 Taizhou Vocational College of Science and Technology, Taizhou, China
  • 2 Zhejiang Gongshang University, Hangzhou, Zhejiang Province, China

The final, formatted version of the article will be published soon.

    Chat GPT technology plays a pivotal role in global educational innovation and the enhancement of the quality of teaching and learning. In the field of education research, numerous studies have been conducted to investigate the effectiveness of GPT technology, teacher acceptance, and student engagement in depth. To date, few studies have considered the compounding effects of these factors on teacher burnout from the perspectives of psychology and behavioral sciences in conjunction with the dichotomous and complex relationship between teachers and students. Consequently, based on the findings of previous scholars, this study constructed a cross-layer chain mediation model based

    Keywords: Chat GPT, Behavioral engagement, Classroom atmosphere, GPT integration degree, Teacher Burnout

    Received: 13 Sep 2024; Accepted: 18 Oct 2024.

    Copyright: © 2024 Chen, Chen, Ren, Li, Liu and Jiang. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence:
    Binglian Chen, Taizhou Vocational College of Science and Technology, Taizhou, China
    Shengtao Ren, Taizhou Vocational College of Science and Technology, Taizhou, China
    Bin Li, Taizhou Vocational College of Science and Technology, Taizhou, China
    Hui Liu, Taizhou Vocational College of Science and Technology, Taizhou, China
    Guoxin Jiang, Zhejiang Gongshang University, Hangzhou, 310018, Zhejiang Province, China

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.