ArticleBehavioral sciences (Basel, Switzerland)2026
The Double-Edged Sword Effects of Teacher-AI Collaboration on Work Engagement: A Self-Determination Theory Perspective.
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.
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.
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.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The penetration of artificial intelligence (AI) is dramatically transforming higher education, yet the effects of its pervasive adoption remain inconclusive. Drawing on self-determination theory, this study examines the double-edged effects of teacher-AI collaboration on work engagement, using psychological availability and work alienation as competing psychological mechanisms. We further examine digital competency as a boundary condition. Using three-wave time-lagged survey data collected from 468 university teachers in China, this study tested the proposed moderated mediation model through confirmatory factor analysis, hierarchical regression, and bootstrapping with 5000 resamples. The results showed that teacher-AI collaboration was positively related to work engagement. Psychological availability mediated the positive pathway from teacher-AI collaboration to work engagement, whereas work alienation mediated a negative pathway. The indirect effect via psychological availability was positive and significant, whereas the indirect effect via work alienation was negative and significant. Digital competency strengthened the positive relationship between teacher-AI collaboration and psychological availability and weakened the positive relationship between teacher-AI collaboration and work alienation, thereby amplifying the beneficial pathway and buffering the detrimental pathway. The findings offer actionable insights for university administrators to navigate digital transformation in higher education.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.