AI literacy moderates the pathways from perceived AI-adaptive environments to academic emotions, attenuating negative emotional effects among students with higher AI literacy¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Latent interaction terms were significant for all three environment-to-emotion pathways (enjoyment β = 0.14; anxiety β = −0.11; boredom β = −0.13). → Li J 2026 q3 i? Moderated mediation indices were significant for all three pathways, with conditional indirect effects diminishing as AI literacy increased. → 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

Latent interaction modeling (Mplus XWITH) testing Hypothesis 3 in the 486-student sample. The article reports the enjoyment interaction as "positive and significant" and also reports significant negative interactions for anxiety (β = −0.11) and boredom (β = −0.13).

"For enjoyment, the interaction was positive and significant ( β = 0.14, SE = 0.05, p < 0.01, 95% CI [0.04, 0.24]), indicating that higher AI literacy attenuated the negative impact of the environment on this emotion."

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

Bootstrapped moderated mediation indices (5,000 resamples) for the three emotion pathways. The article reports conditional indirect effects diminishing from low (−1 SD) to high (+1 SD) AI literacy, e.g., enjoyment pathway −0.12 at low versus −0.04 at high literacy.

"The moderated mediation indices (Table 4) were significant for three pathways, with conditional indirect effects diminishing as AI literacy increased, which fully support Hypothesis 3."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Academic emotions—enjoyment, anxiety, and boredom—mediate the association between perceived AI-adaptive environments and SRL, accounting for 54.8% of the total effect — 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 — possibly the same claim (merge candidate)
• Academics and students experienced both positive and negative emotions in relation to GenAI. — related
• GenAI training attenuates the predictive effect of prior GenAI experience on revision performance — a narrower finding that bears on this claim
• Perceived AI literacy moderates the direct path: the negative GenAI use–trust association is significant at low literacy and non-significant at high literacy — related
• Protective factors attenuate the effects of risk as risk rises, producing gap-closing effects represented analytically as Risk × Protective Factor interactions — a broader claim this one bears on