Structure Validation and Core Dimension Identification of Teachers' Technophobia in AI Context: An Empirical Study Based on Second-Order Confirmatory Factor Analysis and Model Comparison

Xiaoyu Huang

doi:10.47297/wspiedWSP2516-250033.20261006

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Structure Validation and Core Dimension Identification of Teachers' Technophobia in AI Context: An Empirical Study Based on Second-Order Confirmatory Factor Analysis and Model Comparison

10卷第6期

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Structure Validation and Core Dimension Identification of Teachers' Technophobia in AI Context: An Empirical Study Based on Second-Order Confirmatory Factor Analysis and Model Comparison
Structure Validation and Core Dimension Identification of Teachers' Technophobia in AI Context: An Empirical Study Based on Second-Order Confirmatory Factor Analysis and Model Comparison
Huangpu Xinzhi Kindergarten,Guangzhou, Guangdong, 510700, China
2026年10卷第6期页码：142-145
网络首发：2026-08-11，

纸质出版：2026-06-30
DOI：10.47297/wspiedWSP2516-250033.20261006
Accepted：

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Xiaoyu Huang. (2026). Structure Validation and Core Dimension Identification of Teachers' Technophobia in AI Context: An Empirical Study Based on Second-Order Confirmatory Factor Analysis and Model Comparison. 国际教育与发展（英文版）, 10(6), 142-145.

Huang Xiaoyu.Structure Validation and Core Dimension Identification of Teachers' Technophobia in AI Context: An Empirical Study Based on Second-Order Confirmatory Factor Analysis and Model Comparison[J].Journal of International Education and Development,2026,10(06):142-145.
Xiaoyu Huang. (2026). Structure Validation and Core Dimension Identification of Teachers' Technophobia in AI Context: An Empirical Study Based on Second-Order Confirmatory Factor Analysis and Model Comparison. 国际教育与发展（英文版）, 10(6), 142-145. DOI： 10.47297/wspiedWSP2516-250033.20261006.

Huang Xiaoyu.Structure Validation and Core Dimension Identification of Teachers' Technophobia in AI Context: An Empirical Study Based on Second-Order Confirmatory Factor Analysis and Model Comparison[J].Journal of International Education and Development,2026,10(06):142-145. DOI： 10.47297/wspiedWSP2516-250033.20261006.

摘要

Abstract

This study adopts the resource conservation framework and CB-SEM with second-order CFA to test technophobia's factor structure and core dimensions among 685 kindergarten teachers. Online data were gathered in March 2026 from practicing teachers in Guangdong

Guangxi and Chongqing (81.9% valid response rate). Key findings: (1) Model comparisons validated a second-order technophobia construct covering techno-anxiety (β=.958)

behavioral avoidance (β=.865) and cognitive resistance (β=.724)

supporting H2; (2) AI-induced technostress strongly predicts technophobia (β=.924

p<.001)

accounting for 85.4% of its variance

supporting H1; (3) Techno-anxiety bears the largest loading (β=.958) on the higher-order technophobia factor as its primary manifestation

supporting H3. This research rigorously confirms technophobia's second-order structure and delivers evidence for targeted administrative intervention strategies.

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references

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