Programming self-efficacy and programming literacy did not significantly moderate the trust–appropriate reliance relationship¶

Claim · All claims
Evidence · 1 study · associational r1 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The interactions for programming self-efficacy (p = .121) and programming literacy (p = .437) were not statistically distinguishable from zero. → Griffin Pitts 2026

Evidence¶

Griffin Pitts 2026¶

Griffin Pitts, Neha Rani, and Weedguet Mildort. (2026). Trust and Reliance on AI in Education: AI Literacy and Need for Cognition as Moderators. Preprint, accepted to AIED 2026. https://arxiv.org/abs/2604.01114 doi:10.48550/arxiv.2604.01114

q3 · i? · associational · r1

Null moderation results from the Results section (Table 2) of the 432-participant study; only p-values are printed, with no effect size, so impact is null. Equivalence was not tested.

"The interactions for programming self-efficacy (p=.121) and programming literacy (p=.437) were not statistically distinguishable from zero, providing limited evidence in this task that these characteristics altered how trust related to appropriate reliance."

Discussion¶

Related Claims¶

• AI literacy negatively moderates the trust–appropriate reliance relationship, with the trust slope becoming more negative as AI literacy increases — related
• Need for cognition negatively moderates the trust–appropriate reliance relationship, with the trust slope becoming more negative as need for cognition increases — related
• Higher post-task trust in an AI assistant predicts lower appropriate reliance during AI-assisted programming problem-solving — related