大学生学业自我效能感与生成式人工智能依赖之间的关系：学业压力与生成式人工智能感知有用性的链式中介模型

摘要(中文译文)

随着生成式人工智能（GenAI）日益融入高等教育，学生对其在学业任务中日益依赖所引发的担忧也随之出现。尽管已有研究考察了GenAI的教育益处，但探讨学生依赖这些技术背后心理机制的研究仍然有限。本研究考察了学业自我效能感是否能预测GenAI依赖，并检验了学业压力和GenAI感知有用性的中介作用。采用时间滞后调查设计，收集了中国东部五所大学428名大学生的数据。参与者完成了学业自我效能感、学业压力、GenAI感知有用性和GenAI依赖的 validated 测量。采用结构方程模型和bootstrap分析检验假设的中介路径。学业自我效能感与GenAI依赖呈显著负相关。学业压力和GenAI感知有用性分别在学业自我效能感与GenAI依赖之间起显著中介作用。此外，学业压力与GenAI感知有用性呈正相关，且从学业自我效能感到学业压力、GenAI感知有用性再到GenAI依赖的序列路径显著。具体而言，学业自我效能感较低的学生经历更大的学业压力，这增加了他们对GenAI有用性的感知，进而强化了他们对GenAI的依赖。学业自我效能感既直接影响大学生的GenAI依赖，也通过学业压力和GenAI感知有用性间接影响。研究结果将I-PACE框架的应用拓展至生成式人工智能情境，并为高校促进负责任的GenAI使用、提升学生自主学习能力以及减少对AI辅助学习工具的过度依赖提供了实践启示。

Abstract

As generative artificial intelligence (GenAI) becomes increasingly integrated into higher education, concerns have emerged regarding students' growing reliance on GenAI for academic tasks. Although prior studies have examined the educational benefits of GenAI, limited research has explored the psychological mechanisms underlying students' dependence on these technologies. This study investigated whether academic self-efficacy predicts GenAI dependence and examined the mediating roles of academic stress and perceived usefulness of GenAI. Using a time-lagged survey design, data were collected from 428 college students from five universities in eastern China. Participants completed validated measures of academic self-efficacy, academic stress, perceived usefulness of GenAI, and GenAI dependence. Structural equation modeling and bootstrap analyses were conducted to examine the hypothesized mediation pathways. Academic self-efficacy was significantly and negatively associated with GenAI dependence. Academic stress and perceived usefulness of GenAI each served as significant mediators between academic self-efficacy and GenAI dependence. Furthermore, academic stress was positively associated with perceived usefulness of GenAI, and the sequential pathway from academic self-efficacy to academic stress, perceived usefulness of GenAI, and GenAI dependence was significant. Specifically, students with lower academic self-efficacy experienced greater academic stress, which increased their perceptions of the usefulness of GenAI and subsequently strengthened their dependence on GenAI. Academic self-efficacy affects college students' GenAI dependence both directly and indirectly through academic stress and perceived usefulness of GenAI. The findings extend the application of the I-PACE framework to the context of generative artificial intelligence and provide practical insights for universities seeking to promote responsible GenAI use, enhance students' independent learning capabilities, and mitigate excessive reliance on AI-assisted learning tools.

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