Online learning communities and mental health literacy for preschool teachers: The moderating role of enthusiasm for engagement

Abstract

Background: Most of the existing literature analyzes preschool teachers’ perceptions of information seeking and measures their satisfaction with online support for mental health issues. Seldom has this literature considered the influence of enthusiasm for or preference towards online engagement and social media in the development of preschool teachers’ mental health literacy. Methods: This study focused on preschool teachers’ attitudes towards the impact of an online learning community on mental health literacy and explored the moderation of enthusiasm for engagement on this relationship. A survey was conducted in Taiwan, and the researchers employed partial least squares to test the moderating effect. Results: The results indicate that enthusiasm for engagement has a negative moderating effect on the relationship between an online learning community and mental health literacy for preschool teachers. Conclusions: The moderating effect of enthusiasm for engagement in this relationship reminds us to consider the advantages and disadvantages of the employment of online learning communities for the improvement of mental health literacy and well-being. This study recommends cautiously integrating online learning communities and real-world communication into an appropriate and user-friendly interactive model to help preschool teachers promote their mental health literacy and well-being.