ArticleFrontiers in psychology2025
The effects of perceived teacher support and growth language mindset on learner well-being in AI-integrated environment: the mediating role of generative AI attitude.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Teachers' competence, self-efficacy, and their attitudes toward generative AI in education: a correlational study.Frontiers in psychology · 2026Article
- The critical-thinking paradox in generative AI-integrated learning: distinguishing efficiency from cognitive depth-a differentiated framework and testable propositions.Frontiers in psychology · 2026Article
- Teacher support and L2 writing engagement in GenAI-integrated classrooms: a serial mediation model of growth mindset and needs satisfaction.Frontiers in psychology · 2026Article
- Between support and substitution: the impact of artificial intelligence use on anxiety and learning performance among Spanish majors in China.Frontiers in psychology · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: With continuing advancements in AI technologies, the landscape of English as a foreign language (EFL) teaching and second language acquisition (SLA) is undergoing transformative changes, with learners' emotions in AI-integrated environments capturing more and more research attention. However, a dearth of studies has paid attention to learner well-being in such environments and its influencing factors. Methods: Based on previous research on perceived teacher support (PTS) and growth language mindset (GLM) in EFL educational contexts, the present study explored the possible direct effects of PTS and GLM and the mediating effect of generative AI attitude on learner well-being among a sample of Chinese university EFL learners ( Results: The results indicated that: (1) both PTS and GLM significantly and positively predicted generative AI attitude and learner wellbeing; (2) generative AI attitude significantly and positively predicted learner well-being; and (3) generative AI attitude played a partial and positive mediating role in the relationships between PTS/GLM and learner wellbeing. Discussion: The research findings are expected to provide practical insights into fostering university EFL learners' well-being in AI-integrated environments.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.