ArticleFrontiers in psychology2026
Artificial intelligence readiness and innovative work behavior among Chinese university teachers: the indirect role of work engagement and the moderating role of perceived digital leadership.
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
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Artificial intelligence (AI) is increasingly being integrated into university teaching, research, and administration. However, it remains unclear whether and how AI readiness, as an AI-specific personal resource, is associated with broader innovative work behavior beyond AI adoption or explicitly AI-enhanced innovation. Drawing on Job Demands-Resources theory, this study examined the relationships among AI readiness, work engagement, and innovative work behavior, together with the moderating role of perceived digital leadership. Methods: Cross-sectional survey data were collected from 432 university teachers in China. AI readiness and work engagement were modeled as reflective-reflective higher-order constructs, whereas perceived digital leadership and innovative work behavior were specified as first-order reflective constructs. The hypothesized relationships were tested using partial least squares structural equation modeling. Results: AI readiness was positively associated with both work engagement and innovative work behavior, while work engagement was positively associated with innovative work behavior. The statistical indirect effect of AI readiness on innovative work behavior through work engagement was significant, with the direct association remaining significant. Perceived digital leadership strengthened the positive association between AI readiness and work engagement, although the interaction effect was very small. Discussion: The findings are consistent with a resource-conversion account in which AI readiness may have cross-domain relevance for broader workplace innovation, with work engagement representing a plausible motivational pathway through which this resource is activated. Perceived digital leadership may provide a complementary enabling condition, but its limited effect warrants cautious interpretation. Given the cross-sectional, self-reported data, the results indicate statistical associations rather than causal relationships.
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.