Work

Generative artificial intelligence literacy profiles differ in academic self-efficacy and subjective well-being among adolescents

Year: 2026

Type: article

Abstract: Generative artificial intelligence (AI) literacy is increasingly important for adolescents, yet variation in literacy across multiple dimensions and its associations with educational and psychological outcomes remain insufficiently understood. This study identified generative AI literacy profiles among Korean adolescents with generative AI experience ( N = 3,959) using K-means cluster analysis based on information evaluation, communication, creative use, and ethical use. Two profiles were identified: Higher AI Literacy and Lower AI Literacy. The profiles differed primarily in their overall literacy levels rather than in qualitatively distinct patterns across the four dimensions. Adolescents in the Higher AI Literacy profile reported greater generative AI education experience and higher academic self-efficacy and subjective well-being than those in the Lower AI Literacy profile. Differences in academic self-efficacy and subjective well-being remained significant after adjustment for gender, school level, academic achievement, and economic status. These findings demonstrate meaningful level-based variation in generative AI literacy among adolescents with generative AI experience and suggest that such variation is associated with educational experience and academic and psychological outcomes. A person-centred perspective may complement variable-centred approaches and inform future research and educational approaches that consider differences in students’ generative AI literacy levels.

Source: Frontiers in Psychology

DOI: 10.3389/fpsyg.2026.1987633

Author: Ja-Yeoung Lee

Institution: Dongguk University WISE

Language: English

Topic: Digital literacy in education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Good health and well-being

Open Access status: gold

Estimated APC paid: $3,801