Supportive University Climate and AI Dependence Among Undergraduates: The Sequential Mediating Role of Academic Self-Efficacy and Self-Control.

Jinfeng Lu, Weiwei Li, Yangyang Mo, Min Ge

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Jinfeng LuSchool of Education Science and Technology, Nanjing University of Posts and Telecommunications, Nanjing 210023, China.ORCID 0009-0008-3253-1988

Weiwei LiFaculty of Education, East China Normal University, Shanghai 200062, China.ORCID 0009-0003-7104-4641

Yangyang MoSchool of Electrical and Information Engineering, Jiangsu University, Zhenjiang 212013, China.

Min GeSchool of Education Science and Technology, Nanjing University of Posts and Telecommunications, Nanjing 210023, China.

Funding

Chinese Academy of Social Sciences XIA240334Jiangsu Provincial Graduate Research Innovation Program KYCX25-1316

6 · The paper itself

Abstract

With the increasing incorporation of artificial intelligence (AI) into educational contexts, undergraduates' AI dependence has become increasingly apparent, constituting a significant concern in educational psychology. Using survey data from 1142 Chinese undergraduates, this study adopts a mediation-based analytical framework to investigate the association between supportive university climate and AI dependence, with academic self-efficacy and self-control as hypothesized mediators. The findings reveal a significant negative association between supportive university climate and AI dependence. Furthermore, the data support independent and sequential mediating pathways linking supportive university climate with undergraduates' AI dependence via academic self-efficacy and self-control. The findings suggest that a more supportive university climate is associated with higher academic self-efficacy and greater self-control, which are, in turn, linked to lower levels of AI dependence.

Indexed as

academic self-efficacyAI dependenceself-controlsupportive university climateundergraduates

Identifiers

PMID42352734

DOI10.3390/bs16060902

PMCPMC13295285

What OpenQuestion holds

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LicenceCC BY

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Registered trials

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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.