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Challenge and Hindrance Stressors, Artificial Intelligence Use and Interpersonal Interaction in University Students’ Perceptions of Decent Education

Year: 2026

Type: article

Abstract: Academic stress is prevalent among university students and affects their evaluation of educational environment quality, fairness, and supportiveness. Based on the challenge–hindrance stressor framework and transactional stress-coping model, this study explores how challenge and hindrance stressors (HSs) shape perceived decent education (DE), focusing on the mediating role of artificial intelligence use (AIUSE) and moderating effect of interpersonal interaction (II). Using partial least squares structural equation modeling (PLS-SEM) to analyze survey data from 520 university students, the results show that both stressors positively predict AIUSE, which in turn improves perceived DE and mediates the stressor-DE relationship. II negatively moderates the AIUSE–DE link: the positive effect weakens as II increases. Moderated mediation analysis indicates that the indirect effects via AIUSE are only significant at low II levels. These findings highlight AI-enabled learning as an adaptive coping strategy and the necessity of integrating technological and interpersonal resources to enhance student well-being in higher education.

Source: Education Sciences

DOI: 10.3390/educsci16050705

Authors: Yangyang Deng, Ka Po Wong, Jin Yau Tsou, Yuanzhi Zhang

Institutions: Nantong Institute of Technology, Hong Kong Polytechnic University, City University of Hong Kong, Chinese University of Hong Kong, Nanjing University of Information Science and Technology

Language: English

Topic: Student Stress and Coping

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $2,172