ESP-4495

Published

2026-02-13

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Vol. 11 No. 2 (2026): Publishing

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Research Articles

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Copyright (c) 2026 Xinjian Zhang, Khunanan Sukpasjaroen, Aroonroj Boonkrong

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How to Cite

Xinjian Zhang, Khunanan Sukpasjaroen, & Aroonroj Boonkrong. (2026). A Study on the Influence of University Teachers’ Innovative Intention on Innovative Behavior under the Pressure of Digital Transformation. Environment and Social Psychology, 11(2), ESP-4495. https://doi.org/10.59429/esp.v11i2.4495

A Study on the Influence of University Teachers' Innovative Intention on Innovative Behavior under the Pressure of Digital Transformation

Xinjian Zhang

Chakrabongse Bhuvanarth International College of Interdisciplinary Studies, Rajamangala University of Technology Tawan-ok, Bangkok, 10400, Thailand

Khunanan Sukpasjaroen

Chakrabongse Bhuvanarth International College of Interdisciplinary Studies, Rajamangala University of Technology Tawan-ok, Bangkok, 10400, Thailand; khunanan_su @rmutto.ac.th

Aroonroj Boonkrong

Chakrabongse Bhuvanarth International College of Interdisciplinary Studies, Rajamangala University of Technology Tawan-ok, Bangkok, 10400, Thailand


DOI: https://doi.org/10.59429/esp.v11i2.4495


Keywords: Theory of Planned Behavior; Stress Management Theory; Innovative Behavior; Challenge Stress; University Teachers

Abstract

Digital transformation has profoundly impacted the field of higher education. Under the pressure of this transformation, university teachers must engage actively in innovation to achieve breakthroughs. Through purposive sampling, this study conducted in-depth interviews with teachers from 24 universities in Guangdong Province, systematically collecting their cognitive, emotional, and behavioral manifestations during the innovation process. By employing directed content analysis on the interview data, the study systematically examined the factors influencing innovative behavior based on the Theory of Planned Behavior and Stress Management Theory, exploring the interaction mechanisms among these factors. The findings indicate that university teachers' innovative behavior is primarily influenced collectively by behavioral attitude, creative self-efficacy, perceived organizational support, and challenge stress, with challenge stress playing a critical moderating role in the process through which innovative intention affects innovative behavior. This research directly responds to scholarly calls for clarifying the mechanisms among influencing factors, effectively advancing the refinement and contextualization of innovative behavior theory in specific scenarios.

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