Learning engagement, PsyCap, and commitment differ by gender, student-leader status, and grade level¶

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

Subclaims¶

q2 i? Males scored higher on AI literacy (t = 5.51), females higher on engagement (t = 9.74), student leaders higher on engagement, PsyCap, and commitment (t = 5.72, 5.46, 5.79), and grades differed on engagement (F = 8.19) and commitment (F = 15.82), all p < 0.001. → Wang 2026

Evidence¶

Wang 2026¶

Wang, N. (2026). The impact of artificial intelligence literacy on learning engagement among university students: the mediating role of psychological capital and the moderating role of professional identity. Frontiers in Psychology, 17:1892204. https://doi.org/10.3389/fpsyg.2026.1892204

q2 · i? · associational · r?

Independent-samples t-tests and one-way ANOVA on demographic differences in the 1,198-student survey (§4.2). Males "scored significantly higher than females on artificial intelligence literacy"; student leaders also scored higher on psychological capital (t = 5.46) and professional commitment (t = 5.79), with grade differences on engagement (F = 8.19) and commitment (F = 15.82).

"males scored significantly higher than females on artificial intelligence literacy (t = 5.51, p < 0.001). Females scored significantly higher than males on learning engagement (t = 9.74, p < 0.001). Student leaders reported significantly higher levels of learning engagement (t = 5.72, p < 0.001)"

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Female Korean immigrants showed better psychosocial adjustment than males on diffusion, isolation, and intimacy resolution — related
• Professional commitment is essentially uncorrelated with AI literacy and shows no significant bivariate correlation with learning engagement — related
• Female students reported higher learning agency than male students after controlling for GenAI literacy and year of study — related
• Gender is associated with small differences in GenAI use, literacy, and monitoring, while educational level shows no significant differences — related
• Male faculty report modestly higher self-perceived GenAI knowledge than female faculty in TK and TPK, with small effect sizes — related