ArticlePsychology research and behavior management2025
When Technology Meets Anxiety:The Moderating Role of AI Usage in the Relationship Between Social Anxiety, Learning Adaptability, and Behavioral Problems Among Chinese Primary School Students.
Article in Psychology research and behavior management, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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1 citing paper in PubMed.
- Perceived AI interactivity and Chinese EFL learners' motivated learning behaviors: the moderating role of daily AI usage duration.Frontiers in psychology · 2025Article
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Abstract
Objective: This study aims to examine the relationships between social anxiety, learning adaptability, AI technology usage, and behavioral problems among primary school students, with a focus on the mediating role of learning adaptability and the moderating role of AI usage. Methods: A cross-sectional survey was conducted among 1240 primary school students aged 8-15 in Luzhou, Sichuan Province. Social anxiety was measured using the Social Anxiety Scale for Children (SASC), learning adaptability was assessed with the Children's Learning Adaptability Questionnaire (CSAQ), behavioral problems were evaluated using the Child Behavior Checklist (CBCL), and AI tool usage was gauged through a self-developed questionnaire. Data analysis involved correlation and multiple regression analyses using SPSS, with the moderated mediation effect analyzed through Process Model 59. Results: Social anxiety was found to significantly and positively predict behavioral problems, indicating that higher levels of social anxiety were associated with more behavioral problems. Learning adaptability partially mediated this relationship, suggesting that social anxiety not only directly impacts behavioral problems but also indirectly heightens the risk by reducing learning adaptability. Additionally, AI usage moderated the relationship between learning adaptability and behavioral problems, with a stronger effect of learning adaptability on behavioral problems observed at higher levels of AI usage. Specifically, the positive influence of learning adaptability on behavioral problems became more pronounced as AI usage increased, indicating that frequent AI use can amplify the impact of learning adaptability on behavioral outcomes. Conclusion: Social anxiety increases the risk of behavioral problems in primary school students by diminishing learning adaptability. AI technology plays a moderating role in the relationship between learning adaptability and behavioral problems, with its effects becoming more pronounced at higher levels of AI usage. This highlights the need for educators to focus on improving students' learning adaptability, judiciously incorporate AI technology, and consider individual differences, particularly mental health, to foster comprehensive and healthy student development.
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