A Structural Model of Educational Technology Acceptance Among Student Teachers Based on Philosophical Mindset: The Mediating Roles of Technological Self-Efficacy and Academic Vitality

Document Type : Original Article

Authors

1 Department of Educational Sciences and Psychology, Payame Noor University, Tehran, Iran

2 Department of Humanities, Payame Noor University, Hamadan Center

10.30473/jpsy.2026.77359.1111

Abstract

The purpose of the present study was to explain and test a structural model of educational technology acceptance among student teachers based on philosophical mindset, with the mediating roles of technological self-efficacy and academic vitality. The research was applied in purpose and descriptive-correlational in method, utilizing structural equation modeling. The statistical population consisted of all student teachers at Farhangian University of Kurdistan Province during the 2025–2026 academic year, from whom 145 individuals were selected via stratified random sampling. Data collection tools included the Philosophical Mindset Questionnaire, the Technological Self-Efficacy Scale, the Academic Vitality Scale, and the Educational Technology Acceptance Questionnaire, all of which confirmed validity and reliability. Data were analyzed using SPSS (v26) and AMOS (v24) through structural equation modeling. The findings indicated that the proposed model demonstrated a good fit (RMSEA = 0.061; CFI = 0.93). Philosophical mindset had significant direct effects on technological self-efficacy (β = 0.53, p < .001), academic vitality (β = 0.47, p<.001), and technology acceptance (β = 0.41, p < .001); the effects of technological self-efficacy (β = 0.36, p < .001) and academic vitality (β = 0.29, p < .001) on technology acceptance were also confirmed. Moreover, the indirect effects of philosophical mindset on technology acceptance through technological self-efficacy (β = 0.19) and academic vitality (β = 0.14) were significant. Based on the findings, fostering philosophical mindset, developing technological skills, and strengthening academic vitality in teacher education programs can help increase student teachers’ willingness and ability to adopt and effectively use educational technologies.

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