Tianlong Chai, Chengcheng Sha
Anxiety in higher education significantly impacts students' academic performance and mental health, especially amid the deep integration of AI in education, which has given rise to AI learning anxiety. Drawing on the Control-Value Theory, this study explores how teacher support influences students' AI learning anxiety by affecting their perceived value of technology (Technophilia) and perceived control (AI Self-Efficacy) during AI-assisted learning. A total of 312 vocational college students completed measures of teacher support, Technophilia, AI self-efficacy, and AI learning anxiety. Data were analyzed using AMOS 24, SPSS 22.0, and the PROCESS macro to conduct Bootstrap mediation tests examining the relationships among these variables. The findings indicate that teacher support has a significant negative effect on students' AI learning anxiety. AI self-efficacy significantly mediates the relationship between teacher support and AI learning anxiety. Technophilia does not have a significant mediating effect between teacher support and AI learning anxiety. However, Technophilia and AI self-efficacy jointly exhibit a significant chain mediation effect between teacher support and AI learning anxiety. This study reveals the critical mediating mechanisms by which teacher support alleviates AI learning anxiety, offering a valuable framework for integrating AI technologies in higher education.