Academic emotions—enjoyment, anxiety, and boredom—mediate the association between perceived AI-adaptive environments and SRL, accounting for 54.8% of the total effect¶
Claim · All claims
Evidence · 2 studies · 2 associationalr2·q3
Currency · newest study 2026 · checked against its sources 2026-10-16 (automated, 2 of 2 entries) · 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.
q3 i? Significant indirect effects ran through enjoyment (β = −0.08), anxiety (β = −0.06), and boredom (β = −0.09), jointly accounting for 54.8% of the total effect. → Li J 2026
q3 i? Mediation is partial, not full: the direct effect of the AI-adaptive environment on SRL remained significant after accounting for indirect pathways. → Li J 2026 (2)
Evidence¶
Li J 2026¶
Li J, Lin Z and Qiu C (2026) The personalization paradox: how AI-driven adaptive learning environments are associated with college students' academic emotions and self-regulation learning—a moderated mediation model. Front. Psychol. 17:1915839. https://doi.org/10.3389/fpsyg.2026.1915839
q3 · i? · associational · r2
Bootstrapped mediation analysis (5,000 resamples) within the SEM on the three-wave sample of 486 undergraduates. The article reports "significant indirect effects" through all three emotions, with a total indirect effect of β = −0.23 accounting for 54.8% of the total effect.
"Significant indirect effects were observed through enjoyment (β = −0.08, SE = 0.02, 95% CI [ −0.13, −0.04]), anxiety (β = −0.06, SE = 0.02, 95% CI [ −0.11, −0.02]), and boredom (β = −0.09, SE = 0.05, p < 0.001, 95% CI [−0.15, −0.05])."
Li J 2026 (2)¶
Li J, Lin Z and Qiu C (2026) The personalization paradox: how AI-driven adaptive learning environments are associated with college students' academic emotions and self-regulation learning—a moderated mediation model. Front. Psychol. 17:1915839. https://doi.org/10.3389/fpsyg.2026.1915839
q3 · i? · associational · r2
The structural model retained a significant direct path after including the three mediators. The authors interpret this as "partial rather than full mediation" and suggest unmeasured cognitive or motivational pathways may also contribute.
"Given that the direct effect of AI-adaptive environment on SRL remained significant (β = −0.19, p < 0.01) after accounting for the indirect pathways, these outcomes support partial rather than full mediation, suggesting that while emotional mechanisms massively clarify the personalization paradox, other unmeasured pathways (for example: cognitive or motivational mechanisms) might also contribute."
Discussion¶
Learner Variables¶
- Academic Anxiety — predictor: learners who differ on it differ in outcomes
- Interest — predictor: learners who differ on it differ in outcomes
- Achievement Emotions — outcome: instruction changes it
Related Claims¶
- AI literacy moderates the pathways from perceived AI-adaptive environments to academic emotions, attenuating negative emotional effects among students with higher AI literacy — related
- Perceived AI-adaptive learning environments are negatively associated with college students' self-regulated learning in a three-wave longitudinal survey — related
- Negative emotional associations of AI-adaptive environments are pronounced among students with low AI literacy but substantially attenuated among those with high AI literacy — related
- Boredom is the only achievement emotion predicting English vocabulary growth in primary school L2 learners; enjoyment and anxiety show no significant effect — related
- Anxiety, enjoyment and boredom are three critical emotions in language learning that affect outcomes and engagement — related
- Enjoyment mediates the pathway from immersive media to immediate posttest score while interest mediates the pathway to delayed posttest score — related
- Positive academic emotions correlate positively with interest, effort, flexible learning strategies, and perceived self-regulation, while boredom and hopelessness correlate negatively with all of these motivational variables — related
- Misalignment profiles predict growth-oriented disengagement: students can endorse self-change while withdrawing when routes are perceived as infeasible — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
academic-emotions-mediate-ai-environment-srl |
title |
Academic emotions—enjoyment, anxiety, and boredom—mediate the association between perceived AI-adaptive environments and SRL, accounting for 54.8% of the total effect |
description |
Academic emotions—enjoyment, anxiety, and boredom—mediate the association between perceived AI-adaptive environments and SRL, accounting for 54.8% of the total effect |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-16 |
generated |
by process:wiki-ingest on 2026-10-11 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — li-j-2026, li-j-2026-2 |
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