Exploring psychological pathways to pedagogical AI overreliance among chinese teachers through cognitive–affective–conative framework
Article / Journal
Author(s) / editor(s):
Bin Zou
,
Chenghao Wang
,
Huimin He
,
Jinlong Li
,
Kai Cui
,
and Yiran Dun
Year: 2026
Language(s): English
Abstract:
This sequential explanatory mixed-methods study (N=1,457; 16 interviews) finds that teachers’ evaluations of AI (usefulness, reliability, ease of use, workload reduction) shape affective responses (trust, flow, attachment) which in turn predict pedagogical overreliance—with flow and attachment driving overreliance and ease of use not predicting trust—and shows overreliance emerges as a gradual loss of pedagogical independence through routinized, emotionally comfortable AI use.
https://doi.org/10.1080/15391523.2026.2700717
Post created by: Virginia Signorini