ArticleBehavioral sciences (Basel, Switzerland)2024
Unpacking the Dynamics of AI-Based Language Learning: Flow, Grit, and Resilience in Chinese EFL Contexts.
Article in Behavioral sciences (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Determinants of university students' intention to use generative AI tools for personalized English learning: mediating effect of flow experience and moderating effect of personal innovativeness.Frontiers in psychology · 2026Article
- Navigating Ambivalence: Artificial Intelligence and Its Impact on Student Engagement in Engineering Education.Behavioral sciences (Basel, Switzerland) · 2025Article
- The impact of self-efficacy on psychological resilience in EFL learners: a serial mediation model.BMC psychology · 2025Article
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4 authors.
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Abstract
Artificial intelligence and positive psychology play crucial roles in education, yet there is limited research on how these psychological factors influence learners' use of AI, particularly in language education. Grounded in self-determination theory, this study investigates the factors influencing Chinese English learners' intention to use AI for language learning. Utilizing structural equation modeling, this research examines the mediating roles of grit, flow, and resilience in the relationship between basic psychological needs and the intention to use AI. Data were analyzed using AMOS 26 and SPSS 26. The findings reveal that flow, grit, and resilience mediate the relationship between basic psychological needs and the intention to adopt AI tools for language learning. This study provides valuable insights into how educational environments can be designed to fulfill psychological needs, thereby fostering greater engagement and acceptance of AI in language education.
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