教师魅力和人工智能介导的教育:对EFL学习者的态度和自我效能的影响
Abdul Aziz Mohamed Mohamed Ali El Deen1, Hatem Hossien Albasis2, Amr M Mohamed2
1Department of English Language and Literature, College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia.
Acta psychologica
|January 23, 2026
概括
人工智能 (AI) 和教师魅力对沙特阿拉伯护理学生的自我效能和态度产生了积极的影响. 在这项人工智能介导教育 (AME) 研究中,人工智能显示出比教师魅力更大的影响力.
科学领域:
- 教育技术的教育技术
- 心理学 心理学 心理学
背景情况:
- 人工智能 (AI) 在教育中的整合正在增长,但它与人类元素的相互作用,如教师对学习者心理的影响,尚未得到研究.
- 了解人工智能媒介教育 (AME) 对心理变量的影响对于有效实施至关重要.
研究的目的:
- 调查教师魅力和人工智能对英语外语 (EFL) 护理学生的态度和自我效能 (SE) 的综合影响.
- 探索教师魅力,人工智能和自我效能之间的关系中态度的调解作用.
主要方法:
- 利用了社会认知和魅力领导理论.
- 在沙特阿拉伯调查了322名EFL护理学生,使用经过验证的秤.
- 通过部分最小平方结构方程建模 (PLS-SEM) 分析数据.
主要成果:
- 所有七个假设都得到了支持,证实了强大的测量模型.
- 教师的魅力和人工智能都显著和积极地预测了学习者的态度和SE.
- 人工智能对态度和SE的影响比教师魅力更大.
- 学习者的态度是SE最强的直接预测因素,并显著调解了独立变量对SE的影响.
- 该模型解释了82.7%的自我疗效差异 (R2 = 0.827).
结论:
- 人为中心的教学和人工智能教育工具之间存在协同作用.
- 与教师指导一起实施人工智能可以培养积极的学生态度,并增强对EFL学习者的学术信心.
- 结果为优化混合学习环境提供了教学见解.
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