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Generative AI-assisted learning and perceived academic performance in higher education: the indirect role of self-efficacy and the moderating role of AI literacy

Year: 2026
Type: article
Study design: Observational Study
Abstract: Introduction: Generative AI is increasingly used to support learning in higher education, yet the association between generative AI-assisted learning use and students' perceived academic performance, as well as the conditions under which this association varies, remains unclear. Drawing on social cognitive theory and AI literacy research, this study tested whether generative AI-assisted learning use was indirectly associated with perceived academic performance through self-efficacy and whether AI literacy conditioned the association between generative AI-assisted learning use and self-efficacy. Methods: Cross-sectional questionnaire data were collected from 376 undergraduates at universities in China. An item-level latent interaction structural equation was estimated using a matched-pair product-indicator approach. Results: = 0.068, 95% bias-corrected bootstrap confidence interval [0.012, 0.123]), indicating that the association between generative AI-assisted learning use and self-efficacy was stronger at higher levels of AI literacy. The conditional indirect association was not statistically significant at low AI literacy but was positive and statistically significant at the mean and high levels. The index of moderated mediation was 0.011 (95% bias-corrected bootstrap confidence interval [0.002, 0.026]), indicating that the indirect association varied across levels of AI literacy. Discussion: These findings describe a theory-consistent conditional pattern of cross-sectional associations but do not establish temporal or causal ordering.
DOI: 10.3389/fpsyg.2026.1949060
Institution: Gachon University
Language: English
Subfield: Education
Open Access status: gold
Estimated APC paid: $3,801
OpenAlex ID: W7220744059
FWCI:
Cites: 36
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Related to: 10