The effect of teacher self-efficacy, online pedagogical and content knowledge, and emotion regulation on teacher digital burnout: a mediation model

[1] Bigatel PM(2012)The identification of competencies for online teaching success J Asynchronous Learn Networks 16 59-77

[2] Ragan LC(2014)Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses Internet Higher Educ 20 35-50

[3] Kennan S(2020)Examining students' confidence to learn online, self-regulation skills, and perceptions of satisfaction and usefulness of online classes Online Learn 24 128-146

[4] May J(2020)The relationship between self-directed learning and students' social interaction in the online learning environment J e-Learning Knowl Soc 16 34-41

[5] Redmond BF(2010)Interactivity/community process model for the online education environment J Online Learn Teaching 6 71-77

[6] Yu CK(2015)Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review Internet Higher Educ 27 1-13

[7] Walker AE(2020)Implications for educational practice of the science of learning and development Appl Dev Sci 24 97-140

[8] Schroder KKE(2009)An appraisal perspective of teacher burnout: Examining the emotional work of teachers Educ Psychol Rev 21 193-218

[9] Belland BR(2013)Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping Motiv Emot 37 799-817

[10] Landrum B(2018)EFL teachers’ self-efficacy and teaching practices ELT J 72 175-186

[1] Bigatel PM(2012)The identification of competencies for online teaching success J Asynchronous Learn Networks 16 59-77

[2] Ragan LC(2014)Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses Internet Higher Educ 20 35-50

[3] Kennan S(2020)Examining students' confidence to learn online, self-regulation skills, and perceptions of satisfaction and usefulness of online classes Online Learn 24 128-146

[4] May J(2020)The relationship between self-directed learning and students' social interaction in the online learning environment J e-Learning Knowl Soc 16 34-41

[5] Redmond BF(2010)Interactivity/community process model for the online education environment J Online Learn Teaching 6 71-77

[6] Yu CK(2015)Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review Internet Higher Educ 27 1-13

[7] Walker AE(2020)Implications for educational practice of the science of learning and development Appl Dev Sci 24 97-140

[8] Schroder KKE(2009)An appraisal perspective of teacher burnout: Examining the emotional work of teachers Educ Psychol Rev 21 193-218

[9] Belland BR(2013)Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping Motiv Emot 37 799-817

[10] Landrum B(2018)EFL teachers’ self-efficacy and teaching practices ELT J 72 175-186