替代性焦虑如何影响学习自主性？——基于生成式AI使用场景的链式中介视角

How Does Substitution Anxiety Affect Learning Autonomy?—A Serial Mediation Perspective Based on Generative AI Usage Scenarios

摘要: 生成式人工智能正深度融入高等教育各个环节，高校学生也因此面临一种新型心理挑战即“替代性焦虑”。本研究为探究该焦虑对学习自主性的影响机制，基于社会认知理论与自我决定理论构建链式中介模型，通过对341名高校学生开展问卷调查收集相关数据，运用结构方程模型与Bootstrap中介效应检验方法进行实证分析。结果表明，生成式AI使用情境下的替代性焦虑与高校学生学习自主性之间存在显著正向关联，该焦虑并非单纯阻碍学生学习的负面压力，而是具有挑战性压力的特征；自我效能感与学习动机在其中发挥显著的单独中介与链式中介作用。本研究为人们理解技术焦虑的积极转化机制提供了全新研究视角，还为高校进一步优化人机协同育人体系提供了具有实践意义的实证支撑。

Abstract: Generative artificial intelligence is becoming deeply integrated into various aspects of higher education, exposing university students to a new type of psychological challenge—“substitution anxiety.” This study aims to explore the mechanism through which this anxiety relates to learning autonomy. Drawing on social cognitive theory and self-determination theory, we constructed a serial mediation model. Data were collected from 341 university students through a questionnaire survey, and structural equation modeling along with the Bootstrap method was employed for empirical testing. The results show that substitution anxiety in the context of generative AI use has a significant positive correlation with students’ learning autonomy, indicating that this anxiety functions as a challenge stressor rather than a hindrance stressor. Self-efficacy and learning motivation play significant independent and serial mediating roles. This study offers a novel perspective for understanding the positive transformation mechanism of technology-induced anxiety and provides empirically grounded practical implications for optimizing human-AI collaborative education systems in higher education institutions.