ArticleFrontiers in psychology2026
Curriculum satisfaction and pre-service teachers' social-emotional competencies: the serial mediation role of artificial intelligence anxiety and learning engagement.
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
This study examined the serial mediation role of artificial intelligence anxiety and learning engagement in the relationship between pre-service teachers' curriculum satisfaction and social-emotional competencies. This study included 550 pre-service teachers from a public university in Türkiye. This correlational study used the IBM SPSS PROCESS macro (Model 6-Two-Mediator Serial Mediation Analysis/Model). In this study, the scales of student satisfaction, artificial intelligence anxiety, student engagement, and social-emotional expertise were used as data collection tools. To provide a coherent and integrated understanding of the structural relationships, this study was grounded in the input-process-output framework. In this model, curriculum satisfaction was regarded as an input. Artificial intelligence anxiety and learning engagement were regarded as processes. Social-emotional competencies were regarded as an output within the framework. As a result, curriculum satisfaction was negatively associated with artificial intelligence anxiety. Artificial intelligence anxiety was negatively associated with learning engagement. Learning engagement was positively associated with social-emotional competencies. Curriculum satisfaction was also positively associated with social-emotional competencies. When the model included artificial intelligence anxiety and learning engagement simultaneously, the relationship between curriculum satisfaction and social-emotional competencies was reduced but remained statistically significant. In line with these results, artificial intelligence anxiety and learning engagement played a partial serial mediation role in the relationship between curriculum satisfaction and social-emotional competencies (β = 0.051, SE = 0.010, 95% CI = [0.028, 0.074],
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