Self-efficacy plays a critical mediating role in the relationship between digital literacy and AI anxiety among nursing students, and interventions aimed at enhancing both digital literacy and self-efficacy may be effective in reducing AI-related anxiety and supporting nursing students' psychological adaptation to emerging technologies.
Abstract
Objective
The integration of digital technologies and artificial intelligence (AI) into healthcare has transformed nursing education, while also raising concerns about AI-related anxiety among students. This study aimed to examine the mediating role of self-efficacy in the relationship between digital literacy and AI anxiety among nursing students.
Methods
This correlational study was conducted with 319 undergraduate nursing students enrolled at two universities in Türkiye. Data were collected using the Artificial Intelligence Anxiety Scale, Digital Literacy Scale, and Student Self-Efficacy Scale. Pearson correlation analysis and regression-based mediation analysis were performed using PROCESS macro (Model 4) with 5000 bootstrap samples.
Results
Digital literacy was negatively associated with AI anxiety (r = - .20, p < .01) and positively associated with self-efficacy (r = .54, p < .01). Self-efficacy was also negatively related to AI anxiety (r = - .23, p < .01). Mediation analysis revealed that self-efficacy fully mediated the relationship between digital literacy and AI anxiety. While the total effect of digital literacy on AI anxiety was significant (B = - 0.40, p < .001), the direct effect became nonsignificant after controlling for self-efficacy, whereas the indirect effect through self-efficacy remained significant (B = - 0.19, 95% CI [- 0.35, - 0.05]).
Conclusions
Self-efficacy plays a critical mediating role in the relationship between digital literacy and AI anxiety among nursing students. Interventions aimed at enhancing both digital literacy and self-efficacy may be effective in reducing AI-related anxiety and supporting nursing students' psychological adaptation to emerging technologies.
Higher AI literacy was associated with lower AI anxiety, and this association was partly accounted for by AI attitudes and AI self-efficacy in the proposed serial mediation model, which suggests that more favorable attitudes may be linked to stronger self-efficacy, which may be related to lower anxiety.
Qin Zeng, Shenghua Zhang, Jiachen Hu et al.· Frontiers in Public Health· 0 citations
Background Based on the Control-Value Theory of Achievement Emotions, this study aimed to examine the associations between academic emotions and self-efficacy among nursing undergraduates, and to provide a theoretical basis for optimizing nursing education interventions. Methods A cross-sectional study was conducted among 659 nursing undergraduates from a university. Data were collected using the Academic Emotions Scale and the Self-efficacy Scale. Statistical analyses were performed using SPSS, including descriptive statistics, correlation analysis, and multiple linear regression. The effects of different dimensions of academic emotions on self-efficacy were examined, while controlling for demographic variables such as gender and age. Results The mean self-efficacy score of nursing undergraduates was 30.41 ± 5.15. Correlation analysis showed that confidence, excitement, and satisfaction were significantly positively correlated with self-efficacy (r = 0.56–0.67, P < 0.01), whereas anxiety, boredom, and frustration were significantly negatively correlated with self-efficacy (r = −0.16 to −0.23, P < 0.01). Multiple linear regression analysis indicated that, after adjustment for demographic variables, the model was statistically significant (F = 83.509, P < 0.001), explaining 50.7% of the variance in self-efficacy (R2 = 0.507, adjusted R2 = 0.501). Confidence and satisfaction were independent positive predictors of self-efficacy, whereas anxiety was an independent negative predictor. Although boredom showed a small positive association after adjustment, excitement and frustration were not independently associated with self-efficacy. No evidence of multicollinearity was observed. Conclusions Academic emotions were significantly associated with self-efficacy among nursing undergraduates. Confidence and satisfaction were independent positive predictors of self-efficacy, whereas anxiety was the only independent negative predictor. Interventions aimed at fostering positive academic emotions and reducing anxiety may help enhance self-efficacy in nursing students.
Lili Guo, Danfeng Yan, Zhi Chai et al.· Frontiers in Psychology· 0 citations
BACKGROUND
Artificial intelligence is increasingly used in health care and medical education. This study aimed to identify factors associated with medical students' attitudes towards artificial intelligence, with particular attention to digital literacy, emotional intelligence and artificial intelligence-related perceptions.
METHODS
This cross-sectional study was conducted between November 2025 and January 2026 among 358 medical students. Data were collected using an online questionnaire including sociodemographic items, the Trait Emotional Intelligence Scale-Short Form, the Digital Literacy Scale and the General Attitude Towards Artificial Intelligence Scale. Group comparisons, correlation analyses, hierarchical linear regression and exploratory indirect-effect analysis were performed.
RESULTS
Most students had previously used artificial intelligence (88.5%), while 59.5% reported ethical or legal concerns and 41.1% believed that artificial intelligence could reduce clinical reasoning. Digital literacy was positively correlated with attitudes towards artificial intelligence (r = 0.319, p < 0.001). In the final hierarchical regression model, digital literacy was the strongest independent factor associated with attitudes towards artificial intelligence (B = 0.242, β = 0.320, p< 0.001). Clinical educational stage, ethical or legal concerns, and perceptions regarding the impact of artificial intelligence on clinical reasoning were also independently associated with attitude scores. Previous artificial intelligence use and emotional intelligence were not independently associated with attitudes after adjustment.
CONCLUSIONS
Medical students' attitudes towards artificial intelligence were associated more strongly with digital literacy and artificial intelligence-related perceptions than with previous use alone. Undergraduate medical education should integrate digital literacy, ethical awareness and reflective discussion on clinical reasoning into artificial intelligence-related teaching.
Nur Demirbaş, Hatice Kucukceran, O. Arık· Postgraduate medical journal· 0 citations
This study investigates the impact of knowledge of artificial intelligence (AI), AI-related anxiety, and digital literacy on the career self-efficacy of pre-service teachers at a Nigerian public university. Specifically, the study examined the relationships among Al knowledge, Al anxiety, digital literacy, and career self-efficacy, as well as the mediating role of digital literacy in the relationship between Al anxiety and career self-efficacy. A correlational research design was adopted. The study involved 470 pre-service teachers drawn from the Faculty of Education of the sampled university. Data were collected using validated instruments. Descriptive statistics were used to summarize participants’ characteristics, while Pearson Product-Moment Correlation and multiple regression analyses were employed to analyse the data. The findings reveal a significant positive relationship between AI knowledge, digital literacy, and career self-efficacy, with AI anxiety having a significant negative relationship with career self-efficacy. Further results demonstrate that digital literacy significantly mediated the relationship between Al anxiety and career self-efficacy, such that higher digital literacy reduced the negative effect of Al anxiety on career self-efficacy. This study concludes that AI knowledge and digital literacy play crucial roles in enhancing pre-service teachers’ career self-efficacy, while AI anxiety is a significant psychological barrier. Digital literacy serves as a protective mechanism that buffers the adverse effects of AI anxiety on career-related confidence. The findings underscore the need for teacher education programmes to integrate structured Al education and digital literacy training into their curricula.
C. H. Joseph, M. P. Osiesi, N. Madikizela-Madiya et al.· SN Social Sciences· 0 citations
The integration of digital technologies into nursing education has exposed and amplified existing inequalities, particularly in resource-constrained settings. Test anxiety is a significant barrier in nursing education. However, the role of digital literacy in moderating the relationship between technology access and examination anxiety remains poorly understood. This study examined whether digital literacy moderates the relationship between technology access and test anxiety among first-cohort ("pioneer") nursing students in Nigeria. Data were collected between May and June 2026. A cross-sectional correlational design was employed with 49 pioneer National Diploma I nursing students (98% response rate) at a newly established college of nursing sciences in Kaduna, Nigeria. Data were collected using the Digital Literacy Scale, Westside Test Anxiety Scale, technology access measures, and objective grade point average (GPA) from college records. Moderation and moderated mediation analyses were conducted using PROCESS macro with bootstrap confidence intervals (5000 resamples). Technology access demonstrated a moderate, statistically significant negative correlation with test anxiety (r = -0.31, p < 0.05). Digital literacy was significantly negatively correlated with test anxiety (r = -0.38, p < 0.01) and positively correlated with GPA (r = 0.35, p < 0.01). Digital literacy significantly moderated the technology access-test anxiety relationship (interaction β = -0.28, p = 0.022). The indirect effect of technology access on GPA through test anxiety was significant only for students with low digital literacy (indirect effect = -0.16, 95% CI: -0.32 to -0.05). Rural students scored 36% lower on digital literacy than urban students. These findings indicate that digital literacy buffers the negative associations of limited technology access with test anxiety. Students with low digital literacy and limited access are at greatest risk of a cascade of negative outcomes: limited access was associated with higher anxiety, which in turn was associated with lower GPA. Institutions should implement a dual approach: improving technology access while simultaneously providing foundational digital skills training, with targeted support for rural students.
I. Musa, A. Kabir, L. Ladan et al.· American Journal of Nursing...· 0 citations
Background As artificial intelligence (AI) becomes increasingly integrated into education, fostering student creativity is a critical priority. While prior research suggests a positive link between AI literacy and creative self-efficacy, the underlying psychological mechanisms and key contextual factors remain largely unexplored. This study aimed to address this gap by examining the mediating roles of learning adaptability (cognitive, behavioral, and emotional) and the moderating role of teacher support in this relationship. Methods A total of 509 university engineering students (68.6% male; M age = 19.36 years) participated in a survey. They completed validated measures of AI literacy, learning adaptability, teacher support, and creative self-efficacy. A moderated mediation model was tested using statistical analysis. Results The findings indicated a significant positive association between AI literacy and creative self-efficacy. This relationship was significantly mediated by behavioral and emotional adaptability, but not by cognitive adaptability. Furthermore, teacher support moderated the positive effect of AI literacy on emotional adaptability; this effect was stronger for students who perceived higher levels of teacher support. Conclusion The study advances a nuanced model demonstrating that AI literacy enhances creative confidence primarily by fostering a willingness to act (behavioral adaptability) and bolstering emotional resilience (emotional adaptability). Teacher support is identified as a crucial contextual resource that amplifies this positive process. These findings offer valuable insights for educators and policymakers aiming to design interventions that maximize the creative potential of AI in learning environments.
Lu Pan, Xuezhen Shuang, Yiping Liu· Frontiers in Psychology· 0 citations
