学业自我效能感在护理专业学生学习动机与生成式人工智能素养间的中介作用分析

doi:10.3761/j.issn.1672-9234.2026.03.011

摘要/Abstract

摘要：

目的探讨学业自我效能感在护理专业学生学习动机与生成式人工智能素养间的中介作用。方法采用一般资料调查表、大学生学习动机问卷、学业自我效能感问卷与生成式人工智能素养测试，于2025年11月对5所院校的护理专业本科生和研究生进行调查。结果 661名护理专业学生学习动机、学业自我效能感和生成式人工智能素养得分分别为121.00（106.00，133.00）分、82.00（70.00，88.00）分和9.00（7.00，12.00）分。护理专业学生学习动机得分与其生成式人工智能素养、学业自我效能感得分间呈正相关（r=0.277、0.666，P均<0.001），学业自我效能感得分与其生成式人工智能素养得分间亦呈正相关（r=0.286，P<0.001）。结构方程模型结果显示，学习动机可直接影响护理专业学生生成式人工智能素养[β（95%CI）=0.274（0.154，0.407），P<0.001]，还可通过学业自我效能感对其产生间接影响[β（95%CI）=0.104（0.013，0.192），P=0.033]，中介效应占总效应的27.51%。结论学业自我效能感在护理专业学生学习动机和生成式人工智能素养间起部分中介作用。护理教育者可从增强护理专业学生学习动机和学业自我效能感方面入手，提高学生的生成式人工智能素养，最终助力适应未来需求的应用型、复合型、创新型护理人才的培养。

关键词: 护理专业学生, 学习动机, 学业自我效能感, 生成式人工智能素养, 中介效应

Abstract:

Objective To explore the mediating role of academic self-efficacy in the relationship between learning motivation and generative artificial intelligence（GenAI） literacy among nursing students. Methods A cross-sectional survey was conducted in November 2025 among undergraduate and postgraduate students majoring in nursing from 5 universities in China. The General Information Questionnaire，the Learning Motivation Questionnaire，the Academic Self-Efficacy Questionnaire，and the Generative Artificial Intelligence Literacy Assessment Test were applied for investigation. Results The median scores for learning motivation，academic self-efficacy，and GenAI literacy among the 661 nursing students were 121.00（106.00，133.00），82.00（70.00，88.00），and 9.00（7.00，12.00），respectively. Correlation analysis revealed that learning motivation was positively correlated with both GenAI literacy（r=0.277，P<0.001） and academic self-efficacy（r=0.666，P<0.001）. In addition，academic self-efficacy was also positively correlated with GenAI literacy（r=0.286，P<0.001）. Structural equation modeling showed that learning motivation had a direct positive effect on GenAI literacy[β（95%CI）=0.274（0.154，0.407），P<0.001] and also exerted an indirect effect through academic self-efficacy[β（95%CI）=0.104 （0.013，0.192），P=0.033]. This mediating effect accounted for 27.51% of the total effect. Conclusion Academic self-efficacy plays a partially mediating role between learning motivation and GenAI literacy among nursing students. Nursing educators can enhance students’ GenAI literacy by improving their learning motivation and academic self-efficacy，ultimately to facilitate the cultivation of application-oriented，interdisciplinary and innovative nursing talents who can adapt to future demands.

Key words: Nursing Students, Learning Motivation, Academic Self-efficacy, Generative Artificial Intelligence Literacy, Mediating Effects

彭歆, 王婷, 张秀英, 孙皎, 李昆, 李南如, 蒋明潭. 学业自我效能感在护理专业学生学习动机与生成式人工智能素养间的中介作用分析[J]. 中华护理教育, 2026, 23(3): 322-328.

PENG Xin, WANG Ting, ZHANG Xiuying, SUN Jiao, LI Kun, LI Nanru, JIANG Mingtan. Analysis of the mediating role of academic self-efficacy in the relationship between learning motivation and generative artificial intelligence literacy among nursing students[J]. Chinese Journal of Nursing Education, 2026, 23(3): 322-328.

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