Teacher concerns do not significantly moderate the support-confidence relationship nor directly predict confidence or attitudes¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q2
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Concerns did not significantly moderate the relationship between support and confidence (V = 0.021, p = 0.661) and had no significant direct effect on confidence (V = −0.104, p = 0.625). → mmr-model1-moderation q2 i? Concerns did not significantly predict attitudes (V = 0.220, p = 0.151) and did not moderate the support-attitude relationship (V = -0.047, p = 0.173). → mmr-model2-moderation

Evidence¶

mmr-model1-moderation¶

Vanessa Baltazar Sibug, Maria Anna David Cruz, Vicky Pineda Vital, Juvy Cruz Grume, Almer Balingit Gamboa, Emerson Quiambao Fernando, Lloyd David Feliciano, Jordan Lansang Salenga, and John Paul Palo Miranda. 2025. AI Adoption Among Teachers: Insights on Concerns, Support, Confidence, and Attitudes. In 2025 the 9th International Conference on Education and Multimedia Technology (ICEMT) (ICEMT 2025), July 29–August 01, 2025, Osaka, Japan. ACM, New York, NY, USA. https://doi.org/10.1145/3761843.3761881

q2 · i? · associational · r2

Moderated multiple regression on the survey of 260 Philippine teachers found no significant moderation of the support-confidence relationship and no direct effect of concerns on confidence; the article reports these as null findings without effect sizes.

"However, concerns did not significantly moderate the relationship between support and confidence (V =0.021, p =0.661), nor did they have a di- rect effect on confidence (V = −0.104, p = 0.625)."

mmr-model2-moderation¶

q2 · i? · associational · r2

In the second regression model, which controlled for confidence, concerns neither predicted attitudes nor moderated the support-attitude relationship among the 260 teachers; no effect sizes are printed for these null results.

"Concerns also did not significantly predict attitudes (V = 0.220, p = 0.151) and did not moderate the support-attitude relationship (V = -0.047, p = 0.173)."

Discussion¶

Teachers who perceive the challenges and barriers of using AI as high (cost) may be less motivated to use it (theoretical argument). — the general claim this finding bears on, with the studies behind it
Teacher confidence fully mediates the relationship between institutional support and attitudes toward AI adoption — related
Research on five of six teacher-identified concerns increased between AERA's 2005–2014 and 2022–2025 conference eras, led by mental health (+670%) and technology/AI (+145%) — related
Teachers report strongly positive attitudes toward AI, low concern, high confidence in using AI tools, and strong but uneven institutional support — related

Page metadata

Field	Value
`type`	`claim`
`id`	`teacher-concerns-do-not-moderate-support-effects`
`title`	`Teacher concerns do not significantly moderate the support-confidence relationship nor directly predict confidence or attitudes`
`description`	`Teacher concerns do not significantly moderate the support-confidence relationship nor directly predict confidence or attitudes`
`status`	`review`
`evidence_strength`	`moderate`
`generated`	by `process:wiki-ingest` on `2026-10-11`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `mmr-model1-moderation`, `mmr-model2-moderation`

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