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How does artificial intelligence literacy affect university students' innovative behavior? A serial mediation
Lei Ma1, Tianxing Liu1, Chuyuan Zhao2
1Physical Education Department, Dalian Minzu University, Dalian, China.
Frontiers in Psychology
|June 29, 2026
Summary
University students
Area of Science:
- Higher Education
- Artificial Intelligence
- Educational Psychology
Background:
- The rapid advancement of generative AI presents new opportunities and challenges for higher education.
- Understanding how students interact with AI is crucial for fostering innovation.
- Existing research lacks comprehensive analysis of AI literacy's impact on student innovative behavior.
Purpose of the Study:
- To investigate the relationship between AI literacy and university students' innovative behavior.
- To explore the mediating roles of AI anxiety and cognitive flexibility in this relationship.
- To identify different profiles of AI literacy among students.
Main Methods:
- A cross-sectional survey was administered to 1,040 university students in China.
- Validated scales were used to measure AI literacy (AIL), AI anxiety (AIA), cognitive flexibility (CF), and innovative behavior (IB).
- Statistical analyses included correlation, mediation analysis, and latent profile analysis.
Main Results:
- AI literacy positively correlated with cognitive flexibility and innovative behavior, and negatively with AI anxiety.
- AI anxiety and cognitive flexibility acted as significant independent and serial mediators between AI literacy and innovative behavior.
- Latent profile analysis identified three distinct AI literacy profiles: low, moderate, and high, with significant differences in mediation pathways.
Conclusions:
- AI literacy directly and indirectly influences university students' innovative behavior.
- AI anxiety and cognitive flexibility are key mechanisms linking AI literacy to innovation.
- Findings support tailored AI education strategies in higher education to enhance student innovation.
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