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