作者：师亚飞，沈军丽，魏艳涛*，徐琦，朱珂

出版刊物：British Educational Research Journal

出版时间：2026年

内容摘要：

Generative AI (GenAI) is reshaping the way students acquire knowledge by providing personalized and interactive learning opportunities. However, despite its growing adoption, the mechanisms through which these interactions influence students' engagement and well-being in GenAI-assisted learning environments (GenAI-ALEs) remain underexplored. This study surveyed 750 university students in central China to investigate how diverse interaction forms (student–teacher, student–content, student–student and student–AI) affect their engagement and well-being in GenAI-ALE, mediated by multi-dimensions of self-efficacy: academic, social and emotional components. Partial least squares structural equation modelling (PLS-SEM) was employed to test the hypothesized relationships, while fuzzy-set qualitative comparative analysis (fsQCA) was used to uncover complex causal configurations, which offered a richer perspective on the underlying mechanisms. Results revealed that the multi-dimensional self-efficacy mediated the effects of student–student and student–AI interactions on both engagement and well-being; academic self-efficacy mediated the link between student–teacher interaction and these outcomes and emotional self-efficacy mediated the relationship between student–content interaction and the same outcomes. Furthermore, the fsQCA identified multiple causal pathways that influence student engagement and well-being. The findings yield valuable theoretical and practical implications for designing effective GenAI-ALEs to foster students' engagement and well-being.

生成式人工智能（GenAI）通过提供个性化、互动式的学习机会，正在重塑学生获取知识的方式。然而，尽管其应用日益广泛，这些交互影响学生在GenAI辅助学习环境（GenAI-ALEs）中投入度与幸福感的机制仍未得到充分探究。本研究调查了中国中部750名大学生，考察不同交互形式（师生交互、学生—内容交互、生生交互和学生—AI交互）如何影响学生在GenAI-ALE中的投入度与幸福感，并以多维自我效能感（学业、社交和情感三个维度）为中介。研究采用偏最小二乘结构方程模型（PLS-SEM）检验假设关系，同时运用模糊集定性比较分析（fsQCA）揭示复杂的因果组态，从而为潜在机制提供更丰富的视角。结果表明，多维自我效能感在生生交互和学生—AI交互对投入度与幸福感的影响中起中介作用；学业自我效能感在师生交互与这些结果之间起中介作用，情感自我效能感则在学生—内容交互与相同结果之间起中介作用。此外，fsQCA识别出多条影响学生投入度与幸福感的因果路径。研究发现为设计有效的GenAI-ALE以促进学生投入度与幸福感提供了有价值的理论与实践启示。