Course development satisfaction is positively associated with first-year students' emotional management, stress coping, and academic adjustment in cross-sectional self-report data¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2026 · not yet checked against its sources · 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.
q2 i? Higher course development satisfaction is statistically associated with better emotional management, stress coping, and academic adjustment among first-year students. → 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
Multiple regression analysis in a cross-sectional survey of 551 first-year students showed standardized β = 0.31 for emotional management, β = 0.28 for stress coping, and β = 0.34 for academic adjustment (all p < 0.001), with the article reporting that "Higher course development satisfaction is associated with better emotional management, stress coping, and academic adjustment."
"Higher course development satisfaction is associated with better emotional management, stress coping, and academic adjustment; higher AI proficiency is associated with better outcomes on the same three indicators."
Discussion¶
Related Claims¶
- AI proficiency moderates the association between course development satisfaction and academic adjustment, which is stronger among students with higher AI proficiency — 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
- First-year students report coexisting high approval of AI-enabled courses and high self-reported psychological strain, with strain indicators endorsed by more than two-thirds of the sample — related
- 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 and AI proficiency add incremental explained variance beyond demographics, with the largest contribution to academic adjustment (R2 = 0.240) — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
course-development-satisfaction-positive-adjustment-association |
title |
Course development satisfaction is positively associated with first-year students' emotional management, stress coping, and academic adjustment in cross-sectional self-report data |
description |
Course development satisfaction is positively associated with first-year students' emotional management, stress coping, and academic adjustment in cross-sectional self-report data |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2026 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — zhang-j-and-yin-y-2026 |
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