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<p>The cultivation of teacher digital literacy faces persistent challenges of insufficient motivation and unsustainable learning behavior despite substantial investments in professional development programs. Drawing upon Self-Determination Theory (SDT), this study investigates how basic psychological need satisfaction influences teachers’ intrinsic motivation and continuous learning behavior in digital literacy development. A structural equation modeling analysis of survey data from 687&#xa0;K to 12 teachers who participated in digital literacy training programs reveals that autonomy support, competence support, and relatedness support significantly predict intrinsic motivation, with competence support demonstrating the strongest effect. Intrinsic motivation, in turn, strongly predicts continuous learning behavior, mediating the relationships between need supports and behavioral outcomes. The model explains 51% of variance in continuous learning behavior, demonstrating substantial explanatory power. Differential analyses indicate that mid-career teachers exhibit optimal motivation and engagement patterns. These findings provide evidence-based guidance for designing need-supportive training environments that foster autonomous motivation and sustained digital competency development among teachers.</p>

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Motivation stimulation and continuous learning behavior in teacher digital literacy cultivation: a self-determination theory perspective

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月30日

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  • Wen Chen,
  • Ruina Liu,
  • Xian Li

摘要

The cultivation of teacher digital literacy faces persistent challenges of insufficient motivation and unsustainable learning behavior despite substantial investments in professional development programs. Drawing upon Self-Determination Theory (SDT), this study investigates how basic psychological need satisfaction influences teachers’ intrinsic motivation and continuous learning behavior in digital literacy development. A structural equation modeling analysis of survey data from 687 K to 12 teachers who participated in digital literacy training programs reveals that autonomy support, competence support, and relatedness support significantly predict intrinsic motivation, with competence support demonstrating the strongest effect. Intrinsic motivation, in turn, strongly predicts continuous learning behavior, mediating the relationships between need supports and behavioral outcomes. The model explains 51% of variance in continuous learning behavior, demonstrating substantial explanatory power. Differential analyses indicate that mid-career teachers exhibit optimal motivation and engagement patterns. These findings provide evidence-based guidance for designing need-supportive training environments that foster autonomous motivation and sustained digital competency development among teachers.