Generative artificial intelligence literacy profiles differ in academic self-efficacy and subjective well-being among adolescents.
- 1Department of Nursing, Dongguk University WISE Campus, Gyeongju, Republic of Korea.
Abstract
Generative artificial intelligence (AI) literacy is increasingly important for adolescents, yet variation in literacy across multiple dimensions and its associations with educational and psychological outcomes remain insufficiently understood. This study identified generative AI literacy profiles among Korean adolescents with generative AI experience (N = 3,959) using K-means cluster analysis based on information evaluation, communication, creative use, and ethical use. Two profiles were identified: Higher AI Literacy and Lower AI Literacy. The profiles differed primarily in their overall literacy levels rather than in qualitatively distinct patterns across the four dimensions. Adolescents in the Higher AI Literacy profile reported greater generative AI education experience and higher academic self-efficacy and subjective well-being than those in the Lower AI Literacy profile. Differences in academic self-efficacy and subjective well-being remained significant after adjustment for gender, school level, academic achievement, and economic status. These findings demonstrate meaningful level-based variation in generative AI literacy among adolescents with generative AI experience and suggest that such variation is associated with educational experience and academic and psychological outcomes. A person-centred perspective may complement variable-centred approaches and inform future research and educational approaches that consider differences in students' generative AI literacy levels.
Related
- Artificial Intelligence Literacy and Subjective Workload Among Clinical Nurses: A Cross-Sectional Study
- Social Media Fatigue and Depressive Symptoms Among Chinese University Students: Artificial Intelligence Anxiety as a Statistical Mediator and Subjective Socioeconomic Status as a Moderator
- Artificial intelligence adoption and organizational efficiency: the mediating role of organizational learning capability and moderating role of digital literacy
- Artificial Intelligence Legal Literacy and Procedure-Concordant Use of an AI-Enabled Early-Warning System Among Hospital Nurses in Romania
- Generative Artificial Intelligence Models in Breast Cancer Diagnosis: A Systematic Review
BibTeX
@article{lee2026generative,
title = {{Generative artificial intelligence literacy profiles differ in academic self-efficacy and subjective well-being among adolescents.}},
author = {Ja-Yeoung Lee},
journal = {Frontiers in psychology},
year = {2026},
month = oct,
doi = {10.3389/fpsyg.2026.1987633},
url = {https://europepmc.org/article/MED/42953129},
note = {CC BY},
}
RIS
TY - JOUR
TI - Generative artificial intelligence literacy profiles differ in academic self-efficacy and subjective well-being among adolescents.
AU - Ja-Yeoung Lee
PY - 2026
DA - 2026/10/14
JO - Frontiers in psychology
DO - 10.3389/fpsyg.2026.1987633
UR - https://europepmc.org/article/MED/42953129
AB - Generative artificial intelligence (AI) literacy is increasingly important for adolescents, yet variation in literacy across multiple dimensions and its associations with educational and psychological outcomes remain insufficiently understood. This study identified generative AI literacy profiles among Korean adolescents with generative AI experience (N = 3,959) using K-means cluster analysis based on information evaluation, communication, creative use, and ethical use. Two profiles were identified: Higher AI Literacy and Lower AI Literacy. The profiles differed primarily in their overall literacy levels rather than in qualitatively distinct patterns across the four dimensions. Adolescents in the Higher AI Literacy profile reported greater generative AI education experience and higher academic self-efficacy and subjective well-being than those in the Lower AI Literacy profile. Differences in academic self-efficacy and subjective well-being remained significant after adjustment for gender, school level, academic achievement, and economic status. These findings demonstrate meaningful level-based variation in generative AI literacy among adolescents with generative AI experience and suggest that such variation is associated with educational experience and academic and psychological outcomes. A person-centred perspective may complement variable-centred approaches and inform future research and educational approaches that consider differences in students' generative AI literacy levels.
SN - 1664-1078
ER -