Open Access

ARTICLE

The effect of technostress on professional identity among online international language teachers: Growth mindset mediation and technical support moderation

Zhiyong Zhu¹, Jinhao Li¹, Bo Hu^1,*, Hong Chen²

1 University International College, Macau University of Science and Technology, Macau, 999078, China
2 Institute for Research on Portuguese-Speaking Countries, City University of Macau, Macau, 999078, China

* Corresponding Author: Bo Hu. Email:

Journal of Psychology in Africa 2025, 35(5), 587-597. https://doi.org/10.32604/jpa.2025.066359

Received 06 April 2025; Accepted 23 September 2025; Issue published 24 October 2025

Abstract

Grounded in the Job Demands-Resources (JD-R) model, this study investigates the relationship between technostress and professional identity among 313 online international language teachers (82.11% female; 77.64% aged 24 and above; 63.87% with postgraduate education). It further examines the mediating role of growth mindset and the moderating effect of technical support. The results indicate that higher levels of technostress are associated with lower levels of professional identity. Growth mindset partially mediates this relationship: elevated technostress not only directly weakens teachers’ professional identity but also indirectly reduces it by undermining their growth mindset. Moreover, technical support significantly moderates the mediating effect of growth mindset. Specifically, under conditions of high technical support, the negative impact of technostress on professional identity is attenuated, allowing teachers to better maintain or enhance their sense of professional identity. This study extends the application of the JD-R model to the context of digital education and underscores the importance of enhancing technical support and psychological empowerment for online international language teachers to help them manage technostress and sustain professional identity and teaching effectiveness.

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Keywords

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