{
  "abstract": "Introduction\n\nGenerative AI is increasingly used to support learning in higher education, yet the association between generative AI-assisted learning use and students' perceived academic performance, as well as the conditions under which this association varies, remains unclear. Drawing on social cognitive theory and AI literacy research, this study tested whether generative AI-assisted learning use was indirectly associated with perceived academic performance through self-efficacy and whether AI literacy conditioned the association between generative AI-assisted learning use and self-efficacy.Methods\n\nCross-sectional questionnaire data were collected from 376 undergraduates at universities in China. An item-level latent interaction structural equation was estimated using a matched-pair product-indicator approach.Results\n\nThe model showed positive associations between generative AI-assisted learning use and self-efficacy (β = 0.207, p < 0.001) and between self-efficacy and perceived academic performance (β = 0.199, p < 0.001). The latent interaction between generative AI-assisted learning use and AI literacy was positive (B = 0.068, 95% bias-corrected bootstrap confidence interval [0.012, 0.123]), indicating that the association between generative AI-assisted learning use and self-efficacy was stronger at higher levels of AI literacy. The conditional indirect association was not statistically significant at low AI literacy but was positive and statistically significant at the mean and high levels. The index of moderated mediation was 0.011 (95% bias-corrected bootstrap confidence interval [0.002, 0.026]), indicating that the indirect association varied across levels of AI literacy.Discussion\n\nThese findings describe a theory-consistent conditional pattern of cross-sectional associations but do not establish temporal or causal ordering.",
  "abstract_shown": true,
  "affiliations": [
    "Department of Business, Gachon University, Seongnam, Republic of Korea.",
    "Department of Business, College of Business, Gachon University, Seongnam, Republic of Korea."
  ],
  "article_type": "research article",
  "arxiv": null,
  "author_total": 2,
  "authors": [
    {
      "affs": [
        0
      ],
      "name": "Xiaotong Shen"
    },
    {
      "affs": [
        1
      ],
      "name": "Geumchul Um"
    }
  ],
  "bibtex": "https://research.draconitic.com/paper/emtxm0n816cqs.bib",
  "cited_by": 0,
  "doi": "10.3389/fpsyg.2026.1949060",
  "fulltext_url": "https://europepmc.org/articles/PMC13680825",
  "id": "emtxm0n816cqs",
  "issns": [
    "1664-1078"
  ],
  "landing_url": "https://europepmc.org/article/MED/42903429",
  "language": "eng",
  "licence": "CC-BY",
  "licence_label": "CC BY",
  "licence_source": "article",
  "licence_url": "https://creativecommons.org/licenses/by/4.0/",
  "metadata_licence": null,
  "native_subjects": [
    [
      "openalex",
      "1710|Artificial Intelligence in Education"
    ]
  ],
  "openalex": "W7220744059",
  "pdf_url": "https://europepmc.org/articles/PMC13680825?pdf=render",
  "pmcid": "PMC13680825",
  "pmid": "42903429",
  "published": "2026-10-06",
  "publisher": null,
  "ris": "https://research.draconitic.com/paper/emtxm0n816cqs.ris",
  "sources": [
    {
      "first_seen": "2026-10-30T12:19:57Z",
      "native_id": "MED:42903429",
      "source": "europepmc",
      "url": "https://europepmc.org/article/MED/42903429"
    }
  ],
  "subjects": [],
  "title": "Generative AI-assisted learning and perceived academic performance in higher education: the indirect role of self-efficacy and the moderating role of AI literacy.",
  "title_text": "Generative AI-assisted learning and perceived academic performance in higher education: the indirect role of self-efficacy and the moderating role of AI literacy.",
  "type": "peer-reviewed",
  "updated_at": "2026-10-30T12:19:57Z",
  "url": "https://research.draconitic.com/paper/emtxm0n816cqs",
  "venue": "Frontiers in psychology",
  "versions": []
}