ArticleBMC nursing2026
Artificial intelligence literacy and academic resilience in undergraduate nursing students: the mediating role of self-efficacy and artificial intelligence anxiety.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Artificial intelligence literacy and associations with thriving at work among nurses in Anhui Province, China: a latent profile analysis.BMC nursing · 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
- Association between artificial intelligence literacy and empathic behavior among nursing interns: adjustment for moral distress and moral resilience.Frontiers in medicine · 2026Article
- Artificial intelligence anxiety and academic burnout among Chinese postgraduate students: perceived stress and rumination as serial mediators.Frontiers in psychology · 2026Article
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5 authors.
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Abstract
backgroundArtificial intelligence is increasingly integrated into nursing education, making AI literacy a key competency for students. Academic resilience is also essential for coping with learning challenges. However, the mechanisms linking AI literacy to academic resilience remain unclear, particularly the roles of self-efficacy and AI anxiety. This study examines these associations and tests the mediating effects of self-efficacy and AI anxiety.
methodsA cross-sectional study was conducted among 415 undergraduate nursing students from a university in northern China. AI literacy, academic resilience, self-efficacy and AI anxiety were assessed using validated scales. Statistical analyses included descriptive analysis, Pearson correlation and serial mediation testing using the PROCESS macro in SPSS with bootstrap sampling.
results(1) Academic resilience was significantly and positively correlated with AI literacy (r = 0.229, p < 0.01) and self-efficacy (r = 0.340, p < 0.01), and negatively correlated with AI anxiety (r = -0.426, p < 0.01). AI literacy was positively correlated with self-efficacy (r = 0.118, p < 0.05) and negatively correlated with AI anxiety (r = -0.143, p < 0.01). (2) AI literacy was positively associated with self-efficacy (β = 0.118, p = 0.017) and was negatively associated with AI anxiety (β = -0.143, p = 0.006). Self-efficacy positively was positively associated with academic resilience (β = 0.340, p < 0.001), while AI anxiety was negatively associated with academic resilience (β = -0.426, p < 0.001). (3) In the model of AI literacy → self-efficacy → AI anxiety → academic resilience, the total indirect effect was 0.055. The mediating effect of self-efficacy accounted for 36.4% of the total indirect effect (0.020), while AI anxiety accounted for 58.2% (0.032). The serial mediation effect of self-efficacy and AI anxiety contributed 5.4% (0.003) to the total indirect effect, which was statistically significant but small in magnitude. Overall, the mediation pattern supported partial (rather than full) mediation.
conclusionAI literacy is is an important correlate of nursing students’ academic resilience. Strengthening AI literacy, improving self-efficacy and reducing AI anxiety may be linked to better adaptation to AI-supported learning environments. CLINICAL TRIAL NUMBER: Not applicable.
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