当压力遇到支持时:人工智能学习支持如何塑造压力思维和学校倦怠之间的联系
Min Ning1, Jiaze Lv1, Wanying Zhou2
1Department of Psychology, Fudan University, Shanghai 200433, China.
Behavioral sciences (Basel, Switzerland)
|February 27, 2026
概括
具有积极压力心态的学生在学校的倦怠感较小,特别是当有高AI学习支持时. 人工智能增强了适应性信念,促进了数字学习环境中的弹性.
科学领域:
- 教育心理学教育心理学
- 人与计算机的交互
- 青少年发展 青少年发展
背景情况:
- 在竞争激烈的学术环境中,学校倦怠是一个日益严重的问题.
- 人工智能 (AI) 在课堂上的整合影响学生的学习和压力.
- 了解学生的心态,人工智能和倦怠之间的相互作用至关重要.
研究的目的:
- 调查AI学习支持是否能缓和压力思维和学校倦怠之间的关系.
- 检查学生对压力的信仰对AI增强教育环境中的倦怠的影响.
主要方法:
- 一项对850名中国中学生 (平均年龄15.09) 的纵向研究.
- 两次调查浪潮间隔一年进行.
- 回归分析评估人工智能学习支持对压力思维和倦怠的调节作用.
主要成果:
- 积极的压力心态 (将压力视为增强) 预测了随后的学校倦怠率较低.
- 人工智能学习支持并没有直接预测倦怠,但显著缓解了压力思维和倦怠的联系.
- 积极的压力思维对减少倦怠的有益影响被高人工智能学习支持放大.
结论:
- 人工智能可以充当外部资源,增强适应性学生信仰的积极影响.
- 有效地整合人工智能可能为建立学生在数字学习中的弹性提供新的策略.
- 研究结果强调了人工智能通过加强积极的心理资源来缓解学校倦怠的潜力.
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