Survey of 432 students finds protection motivation positively predicts AIGC verification intention, with perceived severity, vulnerability, response efficacy, and self-efficacy as positive influences and maladaptive rewards and response cost as negative; fsQCA identifies three high-intention configu
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Mixed-methods randomized study shows AI-mediated speaking practice reduces key dimensions of acculturative stress for Chinese students in UK universities.
Survey of Chinese K-12 teachers using SEM and fsQCA identifies technological risks that heighten AI anxiety and drive discontinuance intention, alongside affordances that boost satisfaction and reduce it.
Confirmation, perceived usefulness, satisfaction, and coercive, normative, and mimetic institutional pressures all influence Chinese teachers' continuance intention to use generative AI, with pragmatic but cautious adoption observed in practice.
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Examining University Students' Artificial Intelligence-Generated Content (AIGC) Verification Intention from a Protection Motivation Perspective
Survey of 432 students finds protection motivation positively predicts AIGC verification intention, with perceived severity, vulnerability, response efficacy, and self-efficacy as positive influences and maladaptive rewards and response cost as negative; fsQCA identifies three high-intention configu
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Can AI Reduce Acculturative Stress? Exploring the Role of AI-Mediated Speaking Practice in Chinese International Students' Perceived Language Insufficiency, Social Isolation, and Academic Pressure
Mixed-methods randomized study shows AI-mediated speaking practice reduces key dimensions of acculturative stress for Chinese students in UK universities.
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Psychological Mechanisms of Generative AI Discontinuance Intention among Chinese K-12 Teachers
Survey of Chinese K-12 teachers using SEM and fsQCA identifies technological risks that heighten AI anxiety and drive discontinuance intention, alongside affordances that boost satisfaction and reduce it.
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The impact of coercive, normative, and mimetic Stress on Chinese teachers' continuance intention to use generative AI: An integrated perspective of the Expectation-Confirmation Model and Institutional Theory
Confirmation, perceived usefulness, satisfaction, and coercive, normative, and mimetic institutional pressures all influence Chinese teachers' continuance intention to use generative AI, with pragmatic but cautious adoption observed in practice.