The relationship between challenge-hindrance stressors and AI dependence among art students: the mediating roles of creative self-efficacy and positive experiences.
5 affiliations
- 1School of Modern Media, Xinjiang Education Institute, Urumqi, Xinjiang, China.
- 2School of Educational Science, Xinjiang Normal University, Urumqi, Xinjiang, China.
- 3Xinjiang Key Laboratory of Education Cloud Technology and Resources, Urumqi, Xinjiang, China.
- 4School of Mechanical and Electrical Engineering, Xinjiang Institute of Engineering, Urumqi, Xinjiang, China.
- 5School of Information Engineering, Bayin Guoleng Vocational and Technical College, Korla, Xinjiang, China.
Abstract
Background
Despite growing concerns about art students' over-reliance on generative AI tools, existing research has largely treated academic stress as a uniform construct, overlooking the possibility that different types of stressors may drive AI dependence through distinct psychological pathways.Methods
Based on the Interaction of Person-Affect-Cognition-Execution (I-PACE) model, this study examines the relationships between Challenge-Hindrance stressors (CHS) and AI dependence among art students. It explores the mediating roles of creative self-efficacy and positive experiences. A questionnaire survey was conducted among 580 art students using the Challenge-Hindrance Stress Scale, the Creative Self-Efficacy Scale, the Positive Experiences Scale, and the AI Dependence Scale.Results
Path analysis revealed that both challenge stressors (β = 0.245, p < 0.001) and hindrance stressors (β = 0.322, p < 0.001) were positively associated with AI dependence; challenge stressors were negatively associated with creative self-efficacy (β = -0.155, p = 0.003) and positively associated with positive experiences (β = 0.268, p < 0.001); the negative association between hindrance stressors and creative self-efficacy was significant (β = -0.107, p = 0.043). Mediation analysis indicated that creative self-efficacy played a significant mediating role only in the path involving challenge stressors (indirect effect = 0.023, 95% CI [0.007, 0.044]) and was not significant in the path involving hindrance stressors; positive experiences significantly served as a mediator in the relationships between both challenge stressors (indirect effect = 0.042, 95% CI [0.020, 0.068]) and hindrance stressors (indirect effect = 0.019, 95% CI [0.003, 0.039]) on AI dependence. The chain mediation effects did not reach significance in either path.Conclusion
The study found asymmetry in the dual pathways by which Challenge and Hindrance stressors relate to AI dependence. These findings extend the I-PACE model to the issue of AI dependence in arts education and provide empirical evidence and intervention insights for targeted prevention of problematic AI use.
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BibTeX
@article{fan2026relationship,
title = {{The relationship between challenge-hindrance stressors and AI dependence among art students: the mediating roles of creative self-efficacy and positive experiences.}},
author = {Huali Fan and Yuan Wang and Shengwu Pan and Shuai Shao},
journal = {Frontiers in psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1924924},
url = {https://europepmc.org/article/MED/42898400},
note = {CC BY},
}
RIS
TY - JOUR
TI - The relationship between challenge-hindrance stressors and AI dependence among art students: the mediating roles of creative self-efficacy and positive experiences.
AU - Huali Fan
AU - Yuan Wang
AU - Shengwu Pan
AU - Shuai Shao
PY - 2026
DA - 2026/10/05
JO - Frontiers in psychology
DO - 10.3389/fpsyg.2026.1924924
UR - https://europepmc.org/article/MED/42898400
AB - Background Despite growing concerns about art students' over-reliance on generative AI tools, existing research has largely treated academic stress as a uniform construct, overlooking the possibility that different types of stressors may drive AI dependence through distinct psychological pathways.Methods Based on the Interaction of Person-Affect-Cognition-Execution (I-PACE) model, this study examines the relationships between Challenge-Hindrance stressors (CHS) and AI dependence among art students. It explores the mediating roles of creative self-efficacy and positive experiences. A questionnaire survey was conducted among 580 art students using the Challenge-Hindrance Stress Scale, the Creative Self-Efficacy Scale, the Positive Experiences Scale, and the AI Dependence Scale.Results Path analysis revealed that both challenge stressors (β = 0.245, p < 0.001) and hindrance stressors (β = 0.322, p < 0.001) were positively associated with AI dependence; challenge stressors were negatively associated with creative self-efficacy (β = -0.155, p = 0.003) and positively associated with positive experiences (β = 0.268, p < 0.001); the negative association between hindrance stressors and creative self-efficacy was significant (β = -0.107, p = 0.043). Mediation analysis indicated that creative self-efficacy played a significant mediating role only in the path involving challenge stressors (indirect effect = 0.023, 95% CI [0.007, 0.044]) and was not significant in the path involving hindrance stressors; positive experiences significantly served as a mediator in the relationships between both challenge stressors (indirect effect = 0.042, 95% CI [0.020, 0.068]) and hindrance stressors (indirect effect = 0.019, 95% CI [0.003, 0.039]) on AI dependence. The chain mediation effects did not reach significance in either path.Conclusion The study found asymmetry in the dual pathways by which Challenge and Hindrance stressors relate to AI dependence. These findings extend the I-PACE model to the issue of AI dependence in arts education and provide empirical evidence and intervention insights for targeted prevention of problematic AI use.
SN - 1664-1078
ER -