Mediating effects of artificial intelligence on the relationship between academic engagement and mental health among Chinese college students.

IF 2.6 3区心理学 Q2 PSYCHOLOGY, MULTIDISCIPLINARY

Frontiers in Psychology Pub Date : 2024-11-07 eCollection Date: 2024-01-01 DOI:10.3389/fpsyg.2024.1477470

Yalin Wang, Hui Wang

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引用次数: 0

Abstract

Introduction: Academic engagement of Chinese college students has received increasing research attention due to its impact on Students' Mental health and wellbeing. The emergence of artificial intelligence (AI) technologies marked the beginning of a new era in education, offering innovative tools and approaches to enhance learning. Still, it can be viewed from positive and negative perspectives. This study utilizes the Theory of Planned Behavior (TPB) as a theoretical framework to analyze the mediating role of students' attitudes toward AI, perceived social norms, perceived behavioral control, and their intention to use AI technologies in the relationships between Students' academic engagement and Mental health.

Methods: The study involved a total of 2,423 Chinese college students with a mean age of approximately 20.53 ± 1.51 years. The survey was conducted through Questionnaire Star, using a secure website designed specifically for the study. The Hayes' PROCESS Macro (Version 4.2) Model 80 with SPSS 29.0, a multivariate regression analysis with a chain mediation model that allows for multiple mediators to be tested sequentially, has been used. The statistical test explored the direct and indirect effects of students' engagement (X) on mental health (Y) through a series of mediators: attitude toward AI (M1), subjective norm (M2), perceived behavioral control over AI use (M3), and AI use behavioral intention (M4).

Results: The direct positive relationship between engagement and mental health (β = 0.0575; p < 0.05), as well as identifying key mediating factors such as perceived behavioral control (β = 0.1039; p < 0.05) and AI use of behavioral intention (β = 0.0672; p < 0.05), highlights the potential of AI tools in enhancing students' well-being. However, the non-significant mediating effects of attitude toward AI (β = 0.0135), and subjective norms (β = -0.0005), suggest that more research is needed to understand the nuances of these relationships fully.

Discussion: Overall, the study contributes to the growing body of literature on the role of AI in education and offers practical implications for improving mental health support in academic settings.

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人工智能对中国大学生学术参与和心理健康关系的中介效应。

引言中国大学生的学术参与因其对学生心理健康和幸福感的影响而受到越来越多的研究关注。人工智能（AI）技术的出现标志着教育新时代的开始，为提高学习效率提供了创新工具和方法。尽管如此，我们仍可以从积极和消极的角度来看待它。本研究以计划行为理论（TPB）为理论框架，分析学生对人工智能的态度、感知到的社会规范、感知到的行为控制以及使用人工智能技术的意向在学生学术参与和心理健康之间的中介作用：研究共涉及 2423 名中国大学生，平均年龄（20.53±1.51）岁。调查通过 "问卷之星 "网站进行，该网站是专为本研究设计的安全网站。研究使用了 Hayes 的 PROCESS Macro（4.2 版）模型 80 和 SPSS 29.0，这是一种多元回归分析方法，其链中介模型允许对多个中介因素依次进行检验。统计检验通过一系列中介因素：对人工智能的态度（M1）、主观规范（M2）、对人工智能使用的感知行为控制（M3）和人工智能使用行为意向（M4），探讨了学生参与度（X）对心理健康（Y）的直接和间接影响：参与度与心理健康之间存在直接的正相关关系（β=0.0575；p p p 讨论）：总之，本研究为越来越多关于人工智能在教育中的作用的文献做出了贡献，并为改善学术环境中的心理健康支持提供了实际意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Frontiers in Psychology PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

5.30

自引率

13.20%

发文量

7396

审稿时长

14 weeks

期刊介绍： Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.