ArticleBMC psychology2025
What makes university students accept generative artificial intelligence? A moderated mediation model.
Article in BMC psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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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.
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Who cites it
8 citing papers in PubMed.
- Artificial Intelligence Literacy and the Responsible Use of Generative AI Among University Students in Peru: The Mediating Role of Self-Regulated Learning and the Moderating Effect of Technostress.European journal of investigation in health, psychology and education · 2026Article
- AI anxiety and AI dependence among undergraduates: a moderated mediation model of AI self-efficacy and AI literacy.Frontiers in psychology · 2026Article
- Latent profiles of college students' AI literacy and their association with AI acceptance: the sequential indirect role of perceived affordances and growth mindset.Frontiers in psychology · 2026Article
- Development and validation of the AI-assisted psychoemotional regulation scale (ERP-IA-6).Frontiers in psychology · 2026Article
- Navigating opportunities and challenges of generative AI in higher education: towards responsible, equitable, and human-centered integration.Frontiers in artificial intelligence · 2026Article
- The impact of learning engagement on learning outcomes among public administration majors: the mediating role of digital literacy and the moderating role of AI tool acceptance.Frontiers in psychology · 2026Article
- Multidimensional responses to generative AI in higher education: an integrative framework linking institutional governance, teaching practice, and student psychological adaptation.Frontiers in psychology · 2026Article
- Mathematics teachers' AI literacy, anxiety, and perceptions of AI integration in mathematics education: a mixed-methods study.BMC psychology · 2025Article
Corrections and comments
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Authors and funding
4 authors.
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Abstract
Artificial Intelligence (AI) technology developments are increasing the importance of accepting and utilizing generative AI. Higher Education is one of the most common areas where AI tools are used. University students use AI tools such as ChatGPT for various purposes (e.g., homework and projects). However, there is limited research on the factors affecting university students' acceptance of AI. AI-related technology and literacy skills are effective in promoting the acceptance of new technologies. Additionally, attitude towards AI and AI self-efficacy can promote the acceptance of AI. Within this context, this study tested a hypothetical model to examine the relationships among university students' attitude towards AI, AI literacy, AI self-efficacy, AI learning anxiety, and AI acceptance. Data were collected from 356 participants (265 females) with a mean of 22.71 (SD = ± 3.72). Mediation and moderation analyses were used to examine the role of AI literacy, AI self-efficacy, and AI learning anxiety in the relationship between attitude towards AI and AI acceptance among Turkish university students. The research results showed that the relationship between attitude toward AI and acceptance of AI can be explained by AI literacy and AI self-efficacy. Moreover, AI learning anxiety can moderate the predictive role of students' attitudes towards AI on AI acceptance. The study broadens and enhances the educational AI literature related to the factors that complicate and facilitate AI acceptance.
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Registered trials
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