Openness and need for relatedness are associated with teachers' AI use indirectly through pedagogical AI competence, with relatedness negatively associated with competence¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Openness (β = 0.07, p = .036) and need for relatedness (β = -0.07, p = .026) showed significant indirect associations with AI use via pedagogical AI competence. → Feng 2026 q2 i? Need for relatedness was negatively associated with pedagogical AI competence (β = -0.16, p = .012), an unexpected finding. → Feng 2026 (2)

Evidence¶

Feng 2026¶

Feng, S., Koch, M. J., & Carolus, A. (2026). AI Mindset – An empirically tested theoretical framework on the psychological factors shaping AI competence and AI use. Computers in Human Behavior: Artificial Humans. https://doi.org/10.1016/j.chbah.2026.100402

q2 · i? · associational · r2

SEM indirect-effect results for the teacher sample. The results sentence reports significant indirect effects via pedagogical AI competence for openness and need for relatedness; the table prints the relatedness indirect effect with a negative sign (β = -0.07, p = .026).

"Significant indirect effects via pedagogical AI competence were observed for selected dispositional, contextual and social, as well as technology-related factors, including openness (β = 0.07, p = .036), need for relatedness (β = 0.07, p = .026), habit (β = 0.14, p = .011), AI-related fear (β = 0.07, p = .044), and effort expectancy (β = 0.12, p = .021)."

Feng 2026 (2)¶

Feng, S., Koch, M. J., & Carolus, A. (2026). AI Mindset – An empirically tested theoretical framework on the psychological factors shaping AI competence and AI use. Computers in Human Behavior: Artificial Humans. https://doi.org/10.1016/j.chbah.2026.100402

q2 · i? · associational · r1

Discussion of the SEM results. The authors report the negative relatedness-to-competence association (table: β = -0.16, p = .012) was unexpected and offer explanations: the single-item operationalisation captures general interpersonal connectedness, and reliance on interpersonal support within teaching contexts may reduce perceived need to develop AI competence.

"The negative association between need for relatedness and peda - gogical AI competence was unexpected. Relatedness was operational - ised using a single item (“I feel close and connected with other people who are important to me”) which captures general interpersonal connected - ness."

Discussion¶

Related Claims¶

• AI-related fear shows a differentiated pattern: positive direct association with AI use but negative association with pedagogical AI competence and negative indirect effect — related
• Effort expectancy is associated with AI use only indirectly through competence, whereas hedonic motivation shows a direct positive association — related
• Habit shows the strongest direct and competence-mediated associations with teachers' AI use — related
• Social and organizational support relate to AI well-being indirectly through AI literacy and technological self-efficacy — related