Perceived AIGC affordance enhances AIGC self-efficacy and directly predicts self-regulated learning in IEI undergraduates¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? AIGC affordance has a positive effect on AIGC self-efficacy (β = 0.583, p < 0.001). → Liang 2026
q3 i? AIGC affordance has a positive direct effect on self-regulated learning (β = 0.316, p < 0.05). → Liang 2026
Evidence¶
Liang 2026¶
Liang, Li, Hsu and Xu. (2026). AIGC affordance and student self-regulation in private undergraduate education: a serial mediation model of self-efficacy and learning motivation. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1800950
q3 · i? · associational · r2
PLS-SEM structural model on survey data from 689 undergraduates in IEI-linked programs, bootstrapped with 10,000 resamples. The article reports "a beta coefficient of 0.583 (p < 0.001)" for affordance to self-efficacy and "a beta of 0.316 (p < 0.05)" for affordance to SRL; no standardized effect-size magnitude beyond these path coefficients is printed.
"The path from AIGC affordance to AIGC self-efficacy yielded a beta coefficient of 0.583 (p < 0.001), and the path from AIGC affordance to student self-regulated learning yielded a beta of 0.316 (p < 0.05), thus supporting H1a and H1b."
Discussion¶
Learner Variables¶
- Self-Regulation — outcome: instruction changes it
Related Claims¶
- Self-efficacy and learning motivation serially mediate the link from AIGC affordance to self-regulated learning — related
- AIGC feedback quality predicts satisfaction but not self-efficacy, and satisfaction does not predict self-regulated learning — related
- Feedback quality influences SRL only indirectly through learning motivation, not through self-efficacy or satisfaction — related
- Interviews identify IEI implementation gaps — curriculum-industry misalignment, limited project diversity, and weak enterprise engagement — as boundary conditions on the psychological pathways — related
- In the structural equation model, both supports directly predict innovative competence and strongly predict the mediators — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
aigc-affordance-boosts-self-efficacy-and-srl |
title |
Perceived AIGC affordance enhances AIGC self-efficacy and directly predicts self-regulated learning in IEI undergraduates |
description |
Perceived AIGC affordance enhances AIGC self-efficacy and directly predicts self-regulated learning in IEI undergraduates |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — liang-2026 |
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