ArticleFrontiers in psychology2026
From cognitive need to problematic use: a chained mediation path moderated by academic stress and AI literacy.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 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
- Are students dependent on AI in writing courses? Analyzing factors influencing dependence on generative AI through the I-PACE model.Frontiers in psychology · 2026Article
- Family-school autonomy support for children's responsible use of generative artificial intelligence: a self-determination theory synthesis and developmental research agenda.Frontiers in psychology · 2026Review
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Authors and funding
5 authors.
Funding
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Abstract
Introduction: The rapid adoption of Generative AI (GenAI) in higher education raises concerns about psychological dependency. Grounded in the I-PACE model, this study investigates how lower need for cognition (NFC) is associated with problematic use via positive affect and Avoidance-Oriented GenAI Motivation, moderated by academic stress and AI literacy. Methods: To test the hypothesized model, we employed a two-wave, time-lagged survey design with a sample of university students ( Results: Analysis confirmed a serial mediation chain: lower NFC predicted stronger positive affect, increasing avoidance motivation and subsequent problematic use. This pathway was significantly amplified by high academic stress but attenuated by high AI literacy, which neutralized dependency risks. Discussion: Findings extend the I-PACE model to instrumental technologies, identifying a specific "cognitive relief to avoidance" mechanism. The study highlights AI literacy as a vital protective resource, suggesting educators should prioritize fostering critical digital competencies over prohibitive policies to mitigate reliance risks.
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