유아교사의 디지털리터러시와 디지털놀이 지원 역량 간의 관계: 테크노-유스트레스와 디지털놀이 교수효능감의 매개효과
The Relationship Between Digital Literacy and Digital Play Support Competency in Early Childhood Teachers: Mediating Effects of Techno-eustress and Digital Play Teaching Efficacy
- 발행
- 2025
- 소속·발행
- 부산대학교 아동가족학과
- 출처
- 국내 KCI
- DOI
- 10.5723/kjcs.2025.46.3.211
- 원문등록
- 2025-08-31
- 원문
- 원문 보기 ↗
개념
키워드
digital literacy, techno-eustress, digital play teaching efficacy, digital play support competency, digital literacy, techno-eustress, digital play teaching efficacy, digital play support competency
초록
Objectives: This study examines the mediating effects of techno-eustress and digital play teaching efficacy on the relationship between digital literacy and digital play support competency among early childhood teachers.Methods: Participants included 254 early childhood teachers from early childhood education institutions. This study used the digital literacy scale developed by Y. Kim (2022). The techno-eustress scale was adapted and translated by the researcher, based on the original scale developed by Nascimento et al. (2024). The digital play teaching efficacy scale was adopted from N. W. Park (2023), and the digital play support competency scale was developed by E. Lee (2021). Teachers’ age and highest level of education were included as control variables, as they may influence the level of digital literacy. Data were analyzed using SPSS 30.0 and AMOS 26.0, employing Cronbach’s ⍺, descriptive statistics, ANOVA, Pearson’s correlation, and structural equation modeling (SEM).Results: All correlations among variables were statistically significant. Although the direct effect of early childhood teachers’ digital literacy on digital play support competency was not significant, digita