Integrate emotion-regulation and metacognitive support into AI literacy education, with differentiated learning assistance¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that AI literacy education extend beyond technical proficiency to metacognitive and psychological competencies. Universities could support students in 'planning, monitoring, and evaluating their use of generative AI', and emotion-regulation support could be considered within AI-related courses to help students manage technological uncertainty, maintain perceived control, and sustain academic motivation.

Design Implications¶

Context¶

Requirements¶

• AI literacy instruction must address responsible AI use and academic integrity explicitly, including 'clear guidance regarding acceptable AI assistance, authorship, disclosure, source verification, and the ethical boundaries of AI-assisted work'

Constraints¶

• The recommendations rest on cross-sectional, self-reported associations; the article frames emotion-regulation support as 'a possible means', not a tested intervention
• Support should be differentiated, 'avoiding assumptions that all students experience or regulate AI anxiety in the same way'

Target Learners¶

• university students using generative AI in higher education

Target Learning Goals¶

• academic motivation
• emotion regulation of AI-related uncertainty
• responsible and critical AI use

Affordances¶

• Srl Moderated Mediation Ai Anxiety Motivation

Related Strategies¶

• Develop AI literacy frameworks that build metacognitive awareness distinguishing system-assisted performance from independent competence
• Differentiated interventions integrating AI literacy training, psychological capital cultivation, and professional identity reinforcement
• Faculty development for GenAI-era teaching innovation should address professional identity, AI literacy, and teaching self-efficacy alongside knowledge

Examples¶

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Key Sources¶

• Zhang Y, Shi Y and Lu J (2026). The relationship between AI anxiety and academic motivation among university students: the mediating role of emotion regulation and the moderating role of gender. Front. Psychol. 17:1918525. https://doi.org/10.3389/fpsyg.2026.1918525