ArticleFrontiers in psychology2026
AI-supported teaching and student engagement: the mediating role of perceived competence in vocational education.
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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3 authors.
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Abstract
Introduction: Artificial intelligence (AI) is increasingly used in education, yet less is known about the psychological processes through which AI-supported teaching relates to student engagement, especially in vocational education. Drawing on Self-Determination Theory, this study examined the mediating roles of perceived competence and perceived autonomy in the relationship between AI-supported teaching and student engagement. Methods: A 10-week quasi-experimental study was conducted with 148 second-year vocational college students, assigned to either an AI-supported teaching group ( Results: Students in the AI-supported teaching group showed higher levels of student engagement than those in the conventional instruction group (Cohen's d = 0.84). Perceived competence showed a statistically significant indirect association between AI-supported teaching and student engagement [β = 0.22, 95% CI (0.13, 0.31)], supporting H2. In contrast, perceived autonomy did not show a statistically significant indirect effect [β = 0.02, 95% CI (-0.02, 0.06)], and therefore H3 was not supported. The direct association between AI-supported teaching and engagement remained significant after accounting for both mediators. Discussion: These findings suggest that competence-related experiences may represent an important psychological pathway linking AI-supported teaching and student engagement in structured vocational education contexts. The non-significant role of perceived autonomy indicates that motivational processes in AI-supported learning may vary across instructional settings and should be interpreted in relation to contextual and pedagogical conditions. Given the quasi-experimental design and the context-specific sample, the findings should be interpreted cautiously and further examined through larger, multi-site, andlongitudinal studies.
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