Exploring Flow and Engagement in AI-Assisted English Writing among University Students the Mediating Effect of Self-Efficacy
Description
This study investigates how university students’ flow experience influences their engagement in AI-assisted English writing, with particular attention to the mediating role of writing self-efficacy. Accordingly, the following hypotheses are proposed: H1: Flow experience positively predicts students’ engagement in AI-assisted English writing. H2: Flow experience positively predicts students’ self-efficacy in AI-assisted English writing. H3: Self-efficacy positively predicts students’ engagement in AI-assisted English writing. H4: Self-efficacy mediates the relationship between flow experience and engagement in AI-assisted English writing. Notes: FE: Flow Experience; WSE:Writing Self-efficacy; E: Engagement; CC: Cognitive Control; ITT: Immersion and Time Transformation; LS: Loss of Self-consciousness; AE: Autotelic Experience; ID: Ideation; CO: Convention; SE: Self-regulation; BE: Behavioral Engagement; EE: Emotional Engagement; CE: Cognitive Engagement
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Institutions
- Xi'an International Studies UniversityShaanxi, Xi'an