ArticleFrontiers in psychology2026
Generative AI acceptance and professional autonomy development among Chinese university physical education teachers: a moderated conditional process model.
Article in Frontiers in psychology, 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
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: Generative artificial intelligence (GenAI) is increasingly being integrated into educational settings, reshaping teaching practices and teacher professional development. This study examined whether GenAI acceptance was associated with teacher professional autonomy development (PAD) among university physical education teachers through the indirect roles of teaching innovation and learning motivation, and whether technology anxiety moderated these associations. Methods: The study included a preliminary pilot survey and a main questionnaire survey. The pilot survey assessed item clarity, contextual suitability, feasibility, and preliminary reliability. Formal hypothesis testing was based on main-survey data from 1,020 Chinese university physical education teachers. A moderated serial conditional process model was estimated using PROCESS Model 92 with observed composite scores and 5,000 bootstrap resamples. Results: GenAI acceptance was significantly associated with PAD (total effect = 0.563, 95% CI [0.512, 0.615]). Teaching innovation and learning motivation showed significant indirect associations, accounting for 20.07% and 15.81% of the total association, respectively. The serial indirect association involving both teaching innovation and learning motivation accounted for an additional 5.15% (effect = 0.029, 95% CI [0.018, 0.041]). Technology anxiety weakened the positive associations between GenAI acceptance and both teaching innovation and learning motivation, with stronger attenuation observed for the teaching innovation association. Conclusions: The findings suggest that GenAI acceptance is positively associated with PAD among university physical education teachers and that teaching innovation and learning motivation may represent indirect correlates of this association. Technology anxiety may weaken these associations. Because teaching innovation, learning motivation, and PAD were measured in the same main survey, the findings should be interpreted as regression-based conditional process associations rather than causal, cross-lagged, or developmental effects.
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.