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- DüzeltmeAçık Erişim2026Scopus SJRQ1Correction: From screens to minds: the mediating role of psychological well-being between digital reading and AI anxiety (Frontiers in Psychology, (2025), 16, (1727759), 10.3389/fpsyg.2025.1727759)
Özbilen, Uǧur; Banaz, Emrullah; Şahin, Tuǧrul Gökmen
Positive Psychology Affiliation 3 “Department of Social Sciences and Turkish Language Education, Inonu University, Malatya, Türkiye” was erroneously given as “Department of Social Sciences and Turkish Language Education, Ataturk University, Erzurum, Türkiye”. The original version of this article has been updated.
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İncele - MakaleAçık Erişim2025Scopus SJRQ1Cognitive bridges from digital reading to writing: Investigating the mediating role of reading disposition
Banaz, Emrullah
This correlational study explores how digital reading disposition functions as a cognitive bridge between pre-service teachers' digital reading self-efficacy and their attitude with digital writing practices. The data were collected from 410 conveniently selected pre-service teachers using the Digital Reading Self-Efficacy Scale, the Digital Reading Disposition Scale, and the Digital Writing Attitude Scale. The results revealed moderate to strong correlations between digital reading self-efficacy, digital reading disposition, and digital writing attitudes. Moreover, digital reading disposition was found to mediate the relation between digital reading self-efficacy and digital writing attitudes. Overall, our findings underscore the significance of digital reading disposition in shaping both the potential of digital reading self-efficacy and the processes involved in digital writing among pre-service teachers. Pedagogical strategies that enhance digital reading self-efficacy and motivation to attitude with digital texts may contribute to the development of more effective digital writing skills among pre-service teachers.
AtıfScopus2WoS1OpenAlex2İncele - MakaleAçık Erişim2025Scopus SJRQ1From screens to minds: the mediating role of psychological well-being between digital reading and AI anxiety
Özbilen, Uğur; Banaz, Emrullah; Şahin, Tuğrul Gökmen
Introduction: This study investigates the mediating role of psychological well-being in the relationship between digital reading disposition and artificial intelligence (AI) anxiety among Turkish teachers. Addressing the growing concern of technology-related anxiety in education, the research explores how digital literacy and psychological resilience interact within a single structural model. Methods: A correlational research design was employed with data collected from 324 teachers. Participants completed the Digital Reading Disposition Scale, the Psychological Well-Being Scale, and the Artificial Intelligence Anxiety Scale. Bootstrapped structural equation modeling (SEM) was used to test the measurement model and the hypothesized mediation effect. Prior to SEM analysis, confirmatory factor analysis (CFA) was conducted to establish construct validity of the scales. Results: Findings revealed that digital reading disposition was positively associated with psychological well-being and negatively linked with AI anxiety. Psychological well-being was also negatively related to AI anxiety. Moreover, psychological well-being partially mediated the relationship between digital reading disposition and AI anxiety. Discussion: The results suggest that teachers with stronger digital reading dispositions experience higher psychological well-being, which in turn buffers against AI-related anxiety. These findings contribute novel theoretical insights to educational literature by integrating digital reading, psychological well-being, and AI anxiety into a single model. Practically, the study underscores the importance of fostering digital literacy and psychological resilience to mitigate technology-related anxiety in educational settings.
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