Exploring the influence of anxiety and attitudes on pre-service teachers’ AI learning intentions: a structural equation modeling approach
Quality and Quantity, 2026 (Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s11135-026-03050-z
- Dergi Adı: Quality and Quantity
- Derginin Tarandığı İndeksler: Scopus, IBZ Online, ABI/INFORM, Index Islamicus, Political Science Complete, Psycinfo, Political Science Abstract (IPSA), Social Science Premium Collection (ProQuest), Health Research Premium Collection (ProQuest), Sociology Database (ProQuest), Sociology Source Ultimate (EBSCO)
- Anahtar Kelimeler: Anxiety, Artificial intelligence, Attitude, Learning intention, Pre-service teachers
- Eskişehir Osmangazi Üniversitesi Adresli: Evet
Özet
Artificial intelligence (AI) technologies have garnered significant attention within contemporary education systems due to their potential impact on the personal and professional dimensions of both students and educators. Studies of relevance have explored the intricate interplay between the structure of AI learning intentions, AI anxiety, and attitudes towards AI. In pursuit of a comprehensive understanding of these dynamics, the present study investigated the predictors of pre-service teachers’ intentions to learn AI. A total of 534 pre-service teachers representing various disciplines participated in the study. In the analyses conducted using structural equation modeling, the bootstrap method was used for confirmatory factor analysis and mediation testing. Research results indicate that pre-service teachers’ positive attitudes toward AI significantly increase their learning intentions. This result suggests that incorporating more pedagogical content on AI into teacher training programs can support learning motivation by reducing anxiety about technology.