Digital competency strengthens the positive relationship between teacher–AI collaboration and psychological availability¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The positive relationship between teacher–AI collaboration and psychological availability is more pronounced at high than low digital competency. → Sun Jingsong 2026

Evidence¶

Sun Jingsong 2026¶

Sun Jingsong, Xing Yingyu, Yuan Guipeng, Cai Qihai. (2026). The Double-Edged Sword Effects of Teacher–AI Collaboration on Work Engagement: A Self-Determination Theory Perspective. Behavioral Sciences. https://doi.org/10.3390/bs16071118

q3 · i? · associational · r2

Moderation regression (Table 4, Model 5) showed a significant TAC × DC interaction predicting psychological availability (β = 0.06, p < 0.05); Table 6 gives simple slopes of 0.54 (low DC) to 0.68 (high DC).

"Figure 2 shows that the positive relationship between teacher–AI collaboration and psychological availability is more pronounced among individuals with high digital competence than among those with low digital competence."

Discussion¶

Related Claims¶

• The indirect effect of AI literacy on engagement via psychological capital strengthens as professional commitment rises (moderated mediation) — related
• Digital competency weakens the positive relationship between teacher–AI collaboration and work alienation — related
• Teacher–AI collaboration is positively related to university teachers' work engagement — related
• Psychological availability mediates the positive pathway from teacher–AI collaboration to work engagement — related
• Work alienation mediates a negative pathway from teacher–AI collaboration to work engagement — related