Artificial Intelligence Adaptive Learning Path and Middle School Students' English Academic Self-Efficacy: A Study on the Mediating Role of Perceived Autonomy Support

Tian Zhang

doi:10.54097/wm0e1v80

Authors

Tian Zhang

DOI:

https://doi.org/10.54097/wm0e1v80

Keywords:

Artificial Intelligence Adaptive Learning Path, Middle School Students, English Academic Self-Efficacy, Perceived Autonomy Support, Mediating Role

Abstract

Objective: To explore the correlation mechanism between artificial intelligence adaptive learning path and junior high school students’ English academic self-efficacy, and clarify the mediating effect of Perceived Autonomy Support. Method: Stratified sampling was adopted to select 512 junior high school students from 8 middle schools in Beijing, Zhejiang, and Sichuan provinces (cities). the validated "Middle School Students' English Academic Self-Efficacy Scale" (Cronbach’s α = 0.886) and the "Learning Environment Autonomy Support Scale" (Cronbach’s α = 0.849), which have been validated by the academic community, were used for research. Combined with objective data from the backend of iFlytek Intelligent Learning Network, correlation and mediation analyses were performed using SPSS 26.0 and Hayes' PROCESS macro (Model 4). Result: There was a significant positive correlation between the depth of artificial intelligence adaptive learning path usage and English academic self-efficacy (r=0.397, P<0.01); Perceived Autonomy Support played a partial mediating role, with an effect value of 0.142, accounting for 35.77% of the total effect. Conclusion: The adaptive learning path of artificial intelligence can directly or indirectly enhance students’ English academic self-efficacy by strengthening Perceived Autonomy Support. It is recommended to optimize the autonomous support design of adaptive tools in English teaching.

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