ArticleFrontiers in psychology2026
The influence of physical activity self-efficacy on the continuance use of AI learning tools among physical education students: a three-wave longitudinal study.
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.
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Abstract
Objective: Grounded in the context of physical education and based on the Technology Acceptance Model (TAM), this study examined the time-separated associations between physical activity self-efficacy and the continuance use of AI learning tools among physical education students through multiple chained mediation pathways involving perceived ease of use, perceived usefulness, attitude toward use, and behavioral intention to use. Methods: A three-wave longitudinal design was employed. Data were collected from physical education students in April 2025 (T1), July 2025 (T2), and November 2025 (T3), resulting in 511 successfully matched samples. Physical activity self-efficacy was measured at T1; perceived ease of use, perceived usefulness, attitude toward use, and behavioral intention to use were measured at T2; and continuance use behavior was measured at T3. Structural equation modeling (SEM) and the Bootstrap method (5,000 resamples) were used to test multiple chained mediation effects within the TAM framework. Results: All five chained mediation pathways (H1-H5) were statistically significant, and the overall chained mediation effect was 0.113 (95% CI [0.083, 0.143]). The chained mediation effect for path aegh was significant (β = 0.011, 95% CI [0.006, 0.018], Conclusion: Among Chinese physical education students, the continuance use of AI learning tools appears to be associated with physical activity self-efficacy through a time-separated process involving perceived ease of use, perceived usefulness, attitude toward use, and behavioral intention to use. Based on three-wave longitudinal data, this study provides evidence that physical activity self-efficacy may function as a domain-specific psychological antecedent associated with self-reported continuance use behavior through TAM-based cognitive, attitudinal, and intentional processes in the context of physical education.
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