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Peer-reviewedCC BYFrontiers in psychology

Generative artificial intelligence use and interpersonal educational interaction among nursing students: self-regulated learning as a statistical mediator

  • Jianyun Li1
  • Ershan Xu2
  • Li Li2
  • Lijuan Huang2
  • Yan Pu2
  • Ruirui Huang2
  1. 1Faculty of Nursing, Guangxi University of Chinese Medicine , ,
  2. 2School of Nursing, Hunan Medical College , ,
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Abstract

Background: Generative artificial intelligence (GAI) is reshaping health sciences education. For nursing students, educational interaction (EI), self-regulated learning (SRL), and GAI interaction are all particularly important. However, these relationships and their processes remain underexplored.

Methods: A total of 1020 nursing students were recruited from one medical university in Hunan Province in China. The Demographics Questionnaire, the Chinese version of Student-GAI interaction scale, the Educational Interaction Scale, and the Self-regulated Learning Questionnaire were administered. SPSS 22.0 and AMOS 24.0 software were used to analyze the data.

Results: The mean scores of student-GAI interaction (SGI) and EI were 14.80 ± 2.27 and 70.90 ± 8.15, respectively. Significant positive relationships were found among all three variables (all P < 0.01). Both SGI (β = 0.256) and SRL (β = 0.520) positively were associated with EI (both P < 0.001). Furthermore, SGI showed a significant direct association with EI, with a direct effect value of 0.92 (P < 0.001). SRL statistically mediated the association between SGI and EI, with a significant indirect effect value of 0.44. The mediating effect represented 32.35% of the total effect (P < 0.001). Dimension-specific analyses revealed that the mediating effect was strongest for student-teacher interaction (45.41%) and student-content interaction (41.54%).

Conclusions: SGI is positively associated with EI among nursing students, both directly and indirectly through SRL. Educational strategies that encourage effective GAI use and strengthen SRL may be associated with enhanced EI in nursing education.

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Cite

BibTeXRIS
BibTeX
@article{li2026generative,
  title = {{Generative artificial intelligence use and interpersonal educational interaction among nursing students: self-regulated learning as a statistical mediator}},
  author = {Jianyun Li and Ershan Xu and Li Li and Lijuan Huang and Yan Pu and Ruirui Huang},
  journal = {Frontiers in psychology},
  year = {2026},
  month = oct,
  doi = {10.3389/fpsyg.2026.1864535},
  url = {https://europepmc.org/article/PMC/PMC13727582},
  note = {CC BY},
}
RIS
TY  - JOUR
TI  - Generative artificial intelligence use and interpersonal educational interaction among nursing students: self-regulated learning as a statistical mediator
AU  - Jianyun Li
AU  - Ershan Xu
AU  - Li Li
AU  - Lijuan Huang
AU  - Yan Pu
AU  - Ruirui Huang
PY  - 2026
DA  - 2026/10/20
JO  - Frontiers in psychology
DO  - 10.3389/fpsyg.2026.1864535
UR  - https://europepmc.org/article/PMC/PMC13727582
AB  - Background: Generative artificial intelligence (GAI) is reshaping health sciences education. For nursing students, educational interaction (EI), self-regulated learning (SRL), and GAI interaction are all particularly important. However, these relationships and their processes remain underexplored.  Methods: A total of 1020 nursing students were recruited from one medical university in Hunan Province in China. The Demographics Questionnaire, the Chinese version of Student-GAI interaction scale, the Educational Interaction Scale, and the Self-regulated Learning Questionnaire were administered. SPSS 22.0 and AMOS 24.0 software were used to analyze the data.  Results: The mean scores of student-GAI interaction (SGI) and EI were 14.80 ± 2.27 and 70.90 ± 8.15, respectively. Significant positive relationships were found among all three variables (all P < 0.01). Both SGI (β = 0.256) and SRL (β = 0.520) positively were associated with EI (both P < 0.001). Furthermore, SGI showed a significant direct association with EI, with a direct effect value of 0.92 (P < 0.001). SRL statistically mediated the association between SGI and EI, with a significant indirect effect value of 0.44. The mediating effect represented 32.35% of the total effect (P < 0.001). Dimension-specific analyses revealed that the mediating effect was strongest for student-teacher interaction (45.41%) and student-content interaction (41.54%).  Conclusions: SGI is positively associated with EI among nursing students, both directly and indirectly through SRL. Educational strategies that encourage effective GAI use and strengthen SRL may be associated with enhanced EI in nursing education.
SN  - 1664-1078
ER  -