AI literacy, educational level, and parenting self-efficacy of children’s education among parents of primary school students

Abstract

Parenting self-efficacy, representing parents’ confidence in their capability to effectively handle parenting responsibilities and obstacles, is an important determinant of parenting quality. Parents’ educational level is known to be an important predictor of parenting self-efficacy. Nowadays, children are exposed to Artificial Intelligence (AI) from an early age, especially in their learning process. Parents’ AI literacy emerges as an important factor that could contribute to parenting self-efficacy of children’s education. However, no previous studies have investigated how parents’ AI literacy is related to parenting self-efficacy. The quantitative study examined the associations among parents’ AI literacy, educational level, and parenting self-efficacy of children’s education. Data were collected from 160 parents of primary school students in Hong Kong through online surveys. Results showed significant relationships among parents’ AI literacy, educational level, and parenting self-efficacy of children’s education. The association between parents’ educational level and parenting self-efficacy was partially mediated by the subfactors of AI literacy. The study extended the literature by investigating AI literacy from the parents’ side and highlighted the importance of parents’ AI literacy in parenting regarding children’s education. It had implications for practitioners and policymakers to develop intervention programs to help parents improve AI literacy.