University students now use artificial intelligence (AI) tools in several academic activities, including information retrieval, writing support, and problem-solving. While these technologies may enhance learning efficiency, effective student engagement with AI requires relevant psychological characteristics as well as technology-related competencies. Earlier studies indicate that learner characteristics, including mindfulness, may relate to patterns of engagement with digital technologies. Mindfulness, AI literacy, and AI self-efficacy have been studied separately, but their combined relationships remain insufficiently examined. Accordingly, this study examined the associations among these three variables in university students and assessed whether specific dimensions of AI literacy were involved in the statistical association between mindfulness and students’ self-rated readiness to use AI-supported tools for academic purposes. The study used a cross-sectional survey design. Undergraduate students at Shandong Xiehe University in China completed an online questionnaire. After screening the responses, 929 valid questionnaires were retained for analysis. Participants were between 18 and 22 years of age. Mindfulness, AI literacy, and AI self-efficacy were assessed using established self-report scales.
No comments:
Post a Comment