The Six-Facet Artificial Intelligence Literacy Questionnaire (SFAILQ): Assessing AI Literacy in Adolescents, Young Adults, and Midlife Adults.

Qingqi Liu, Wenjiao Miao, Jingjing Li, Yuju Lei

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.

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1 · What the graph read from it

What it found

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0 citing papers in PubMed.

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4 · The record

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5 · Who and what money

Authors and funding

4 authors.

Qingqi LiuBay Area School of Applied Psychological Sciences, Beijing Normal University at Zhuhai, Zhuhai 519087, China.ORCID 0000-0001-5169-8689

Wenjiao MiaoBay Area School of Applied Psychological Sciences, Beijing Normal University at Zhuhai, Zhuhai 519087, China.

Jingjing LiCollege of Education for the Future, Beijing Normal University at Zhuhai, Zhuhai 519087, China.ORCID 0009-0003-8846-5207

Yuju LeiSchool of Teacher Education, Hubei University of Arts and Science, Xiangyang 441053, China.

Funding

Department of Education of Guangdong Province 2024GXJK683Guangdong Planning Office of Philosophy and Social Science GD23XJY75Guangdong Planning Office of Philosophy and Social Science GD25CJY05Guangdong Planning Office of Philosophy and Social Science GD25CXL04National Social Science Fund of China 25CSH085

6 · The paper itself

Abstract

AI literacy has become a pressing concern across disciplines, calling for comprehensive measurement tools applicable to diverse age groups. Building on existing research, we propose a six-facet model encompassing affective experiences, usage skills, cognitive evaluation, ethical norms, responsible use, and self-development. The present study aimed to develop and validate the Six-Facet Artificial Intelligence Literacy Questionnaire (SFAILQ) among 2443 Chinese participants aged 12 to 60 years, spanning adolescence to middle adulthood, with a disproportionately larger proportion falling within the 18-to-40 age range. An item reduction analysis was conducted using the first split-half sample (

Indexed as

academic engagementacademic self-efficacyaffective experiencesAI literacy questionnairecognitive evaluationethical normsresponsible useself-developmentusage skills

Identifiers

PMID42510231

DOI10.3390/bs16071110

PMCPMC13405755

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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.