Self-efficacy, motivation, and use of digital resources in Secondary Education: A mediation analysis

Abstract

This article examines the role of digital resources in teaching activities, considering self-efficacy and motivation as potential predictors of their use by teachers in secondary education. Specifically, it analyses whether teaching motivation –both autonomous and controlled– is a mediating variable between teachers’ perceived self-efficacy and the level of integration of digital resources into their educational practice. A mediation analysis was conducted using the PROCESS macro, with the participation of 311 secondary school teachers. The results reveal that autonomous motivation partially mediates the relationship between self-efficacy and different types of digital resources (resources for accessing, searching for, and managing information; for creating and editing digital content; and for interaction and communication). Self-efficacy was found to be a direct positive predictor of autonomous motivation and an indirect predictor (through autonomous motivation) of digital resource use. Consequently, the study highlights the importance of implementing effective training and organisational measures that increase teachers’ perception of their professional competence and their intrinsic motivation, thereby fostering an environment that supports pedagogical innovation and continuous professional development through the use of digital technologies.