Yi Wang
The underlying mechanism through generative artificial intelligence (GenAI) literacy impacts academic achievement remains insufficiently examined. This study aims to investigate how GenAI literacy influences academic achievement via the mediating role of academic self-efficacy, and whether critical thinking moderates the relationship between GenAI literacy and academic self-efficacy. A total of 744 university students (382 males, 362 females) completed questionnaires measuring their Gen AI literacy, academic achievement, academic self-efficacy, and critical thinking skills. The results supported the mediating effect of academic self-efficacy, suggesting that GenAI literacy can enhance academic achievement by boosting students' academic self-efficacy. Furthermore, the relationship between GenAI literacy and academic self-efficacy was found to be moderated by critical thinking. Specifically, the positive effect of GenAI literacy on academic self-efficacy was more pronounced among students with high levels of critical thinking. This research offers insights for developing specific interventions to leverage GenAI literacy, foster academic self-efficacy, and cultivate critical thinking, thereby improving academic outcomes. Limitations of the study and directions for future research are also discussed.