ArticleBehavioral sciences (Basel, Switzerland)2025
Exploring How AI Literacy and Self-Regulated Learning Relate to Student Writing Performance and Well-Being in Generative AI-Supported Higher Education.
Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers, 1 of them a synthesis that pooled it.
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Who cites it
13 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Reimagining writing assessment for the AI era: a systematic review on balancing AI support and authentic skill growth.Frontiers in psychology · 2026Pooled it
- Value Configurations Associated with Artificial Intelligence Literacy Among Medical Students: Findings from NCA and fsQCA.Behavioral sciences (Basel, Switzerland) · 2026Article
- Entrepreneurial Team Flourishing Amidst AI Revolution: The Influence of AI Literacy on Hedonic and Eudaimonic Well-Being Through Efficacy and Anxiety.Behavioral sciences (Basel, Switzerland) · 2026Article
- Self-Evaluation in AI-Assisted Cognition: An Explanatory Framework for Calibration and Miscalibration Effects.Journal of Intelligence · 2026Review
- The Influence of AI on Critical Thinking and Creativity in L2 Learning Contexts: A Social Cognitive Perspective.Journal of Intelligence · 2026Article
- GenAI-Supported Flipped Learning in Preservice Chemistry Teacher Education: Lesson-Design Performance, Learning Attitude, Self-Regulated Learning, and Critical Thinking Awareness.Behavioral sciences (Basel, Switzerland) · 2026Article
- Unpacking the relationship between self-control and academic engagement: the mediating role of meaning in life and the moderating role of GenAI dependence.BMC psychology · 2026Article
- The impact of artificial intelligence literacy on learning engagement among university students: the mediating role of psychological capital and the moderating role of professional identity.Frontiers in psychology · 2026Article
- The relationship between AI anxiety and academic motivation among university students: the mediating role of emotion regulation and the moderating role of gender.Frontiers in psychology · 2026Article
- Linking growth mindset to engagement via ideal L2 self and enjoyment in AI-mediated EFL writing: a mixed-methods study.Frontiers in psychology · 2026Article
- How generative AI enhances self-regulated learning in EFL learners: a chain mediation model of "intention to use" and "learning engagement".Frontiers in psychology · 2026Article
- Complementary AI in higher education: behavioral, cognitive, and ethical implications of ChatGPT and DeepSeek.Frontiers in psychology · 2026Article
- The Impact of Entrepreneurs' AI Literacy on Entrepreneurial Resilience: The Role of AI Anxiety and Social Support.Behavioral sciences (Basel, Switzerland) · 2025Article
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3 authors.
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Abstract
The integration of generative artificial intelligence (GAI) into higher education is transforming students' learning processes, academic performance, and psychological well-being. Despite the increasing adoption of GAI tools, the mechanisms through which students' AI literacy and self-regulated learning (SRL) relate to their academic and emotional experiences remain underexplored. This study investigates how AI literacy and SRL are associated with writing performance and digital well-being among university students in GAI-supported higher learning contexts. A survey was administered to 257 students from universities in China, and structural equation modeling was used to examine the hypothesized relationships. Results show that both AI literacy and SRL significantly and positively predict students' writing performance, with SRL having a stronger effect. Moreover, AI literacy shows a positive association with GAI-driven well-being, with writing performance serving as a partial mediator in this relationship. These findings suggest that fostering both technological competencies and effective learning strategies may support students' academic outcomes while supporting their psychological well-being in AI-enriched educational environments. By integrating AI literacy and SRL into a unified model, this study contributes to the growing body of research on GAI-driven well-being in higher education and offers practical implications for cultivating balanced and sustainable learning experiences in the age of GAI.
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