AI proficiency moderates the association between course development satisfaction and academic adjustment, which is stronger among students with higher AI proficiency¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The positive association between course development satisfaction and academic adjustment is significantly stronger among students with higher AI proficiency (interaction B = 0.12, p = 0.003). → Zhang J and Yin Y 2026

Evidence¶

Zhang J and Yin Y 2026¶

Zhang J and Yin Y (2026). A study on AI-enabled course development, AI proficiency, and first-year students' academic and psychological adjustment. Front. Psychol. 17:1909803. https://doi.org/10.3389/fpsyg.2026.1909803

q2 · i? · associational · r2

A simple moderation model (PROCESS Model 1) estimated in the 551-student cross-sectional survey tested H5. The article reports the interaction "was positive and statistically significant (B = 0.12, SE = 0.04, t = 3.01, p = 0.003)"; main effects of course development satisfaction (B = 0.34) and AI proficiency (B = 0.27) were also significant.

"The interaction term between course development satisfaction and AI proficiency was positive and statistically significant (B = 0.12, SE = 0.04, t = 3.01, p = 0.003), indicating that the positive association between course development satisfaction and academic adjustment was significantly stronger among students with higher AI proficiency"

Discussion¶

Related Claims¶

• AI usage pressure attenuates the indirect association of course development satisfaction with psychological adjustment through AI proficiency (moderated mediation index = −0.051) — related
• Course development satisfaction is positively associated with first-year students' emotional management, stress coping, and academic adjustment in cross-sectional self-report data — related
• AI proficiency partially mediates the association between course development satisfaction and self-reported psychological adjustment (indirect effect = 0.124) — related
• AI proficiency is positively associated with self-reported psychological adjustment after controlling for course development satisfaction — related
• Course development satisfaction and AI proficiency add incremental explained variance beyond demographics, with the largest contribution to academic adjustment (R2 = 0.240) — related