ArticleFrontiers in psychology2026
The influence of AI literacy on pre-service teachers' learning motivation: the mediating role of basic psychological needs.
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 1 paper.
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Who cites it
1 citing paper in PubMed.
- From generative-AI feedback to sport skill learning: the roles of perceived competence and autonomous motivation in university physical education.Frontiers in psychology · 2026Article
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3 authors.
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Abstract
Introduction: The rapid integration of generative AI into higher education has raised critical questions about how learners' intrinsic motivation is transformed. Pre-service teachers, as both current learners and future educators, represent a particularly important population for examining this issue. Methods: This study employed an explanatory sequential mixed-methods design. A sample of 600 pre-service teachers completed questionnaires assessing four dimensions of AI literacy (awareness, application, evaluation, ethics), basic psychological needs (autonomy, competence, relatedness), and learning motivation. Structural equation modeling was used to test hypothesized relationships. Subsequently, semi-structured interviews were conducted with 36 pre-service teachers and 8 course instructors to provide qualitative elaboration. Results: AI awareness and application negatively predicted autonomy ( Discussion: The findings reveal differentiated effects of AI literacy dimensions on basic psychological needs. An "identity-context dual boundary" framework is proposed to explain when AI awareness becomes empowering rather than threatening. These results extend self-determination theory to intelligent educational contexts and provide practical guidance for AI literacy curriculum design in teacher education.
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