AI Prompting Literacy is indirectly and significantly associated with Deep Revision Engagement through Perceived Competence, Intrinsic Motivation, and Psychological Safety¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2026 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? All three specific indirect effects (APL→PC→DRE, APL→IM→DRE, APL→PS→DRE) were positive and statistically significant. → Li 2026

Evidence¶

Li 2026¶

Li, H. and Zhang, W. (2026). Empowerment over enforcement: unpacking the psychological drivers of AI-assisted deep revision in EFL writing. Front. Psychol. 17:1871022. https://doi.org/10.3389/fpsyg.2026.1871022

q3 · i? · associational · r2

Specific indirect effects assessed with a 10,000-resample bootstrapping procedure in SmartPLS 4 (N = 327); the indirect effects through IM (β = 0.197, p < 0.001) and PS (β = 0.119, p = 0.009) were also "positive and statistically significant".

"the indirect path from AI Prompting Literacy (APL) to Deep Revision Engagement (DRE) through Perceived Competence (PC) was significant ( β = 0.139, t = 2.983, p = 0.003)"

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes
• Self-Efficacy — predictor: learners who differ on it differ in outcomes
• Safety — predictor: learners who differ on it differ in outcomes

Related Claims¶

• AI Prompting Literacy significantly positively predicts Perceived Competence, Intrinsic Motivation, and Psychological Safety among Chinese university EFL learners — a narrower finding that bears on this claim
• Perceived Competence, Intrinsic Motivation, and Psychological Safety each significantly positively predict Deep Revision Engagement — a narrower finding that bears on this claim
• Self-efficacy and learning motivation serially mediate the link from AIGC affordance to self-regulated learning — related
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
• External Mandate shows no significant direct relationship with Deep Revision Engagement — related
• Convenience–learning divergence proposition: satisfaction and adaptation may rise under AI mediation while intercultural engagement and frame revision fall — related
• Perceived competence predicts autonomous motivation for AI use but not autonomy support for AI use — related
• Question-driven AI journaling increases intrinsic motivation and acting confidence among actors — related
• Social and organizational support relate to AI well-being indirectly through AI literacy and technological self-efficacy — related
• GenAI can support learner agency through self-regulated learning, self-efficacy, and feedback literacy under appropriate conditions — a broader claim this one bears on
• Autonomous regulation correlates positively with self-efficacy, learning strategies, and behavioral engagement, while controlled regulation shows no significant linear relations with these outcomes — related
• The direct association between GAI use and learning engagement is not statistically significant, while the indirect association through need satisfaction is significant but small — related
• Students' implementation of self-assessment is influenced by perceived usefulness, affective attitude, self-efficacy, important others, and psychological safety — related