The More Anxious, the More Dependent? The Impact of Math Anxiety on AI‐Assisted Problem‐Solving DOI
Feng Chen, Jihe Chen,

Yanying Xu

et al.

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: April 4, 2025

ABSTRACT Although the use of AI technology driven by anxiety has become increasingly common, research on relationship between high school students' math and their intention to for problem‐solving remains limited. This study, grounded in Stimulus‐Organism‐Response (SOR) model, aims explore solving problems among students. Using Math Anxiety Scale (AMAS), Perceived Social Support (PSSS), Problem‐Solving Behavior (AIPS), data from 391 students were collected. The analysis revealed following: (1) Students report levels a strong inclination tools problems; (2) support plays significant role alleviating anxiety, with family being most effective, followed friends teachers; (3) High are effective means reducing anxiety. study suggests that should be addressed, focus regulating application education promote its scientific use. Additionally, improving relationships providing mental health recommended alleviate an emotional social perspective. provides valuable insights educators policymakers, offering important references designing more human‐centered educational interventions, thereby promoting artificial intelligence mathematics education.

Language: Английский

Generative artificial intelligence in teacher training: a narrative scoping review DOI Creative Commons
Andrii O. Kolhatin

CTE Workshop Proceedings, Journal Year: 2025, Volume and Issue: unknown

Published: March 11, 2025

The emergence of generative artificial intelligence (GenAI) has transformed various sectors, including education. This narrative scoping review examines how GenAI is being integrated into teacher training programs, exploring its applications, benefits, challenges, and implementation frameworks. By synthesizing findings from recent literature (2022-2025), we identify key themes the development AI literacy among teachers, impact on pedagogical content knowledge, ethical considerations in implementation. Our analysis reveals significant benefits enhancing teaching performance facilitating personalized learning, while also highlighting challenges such as technical limitations, concerns, resistance to change. We gaps current research, particularly non-STEM subjects framework development, suggest directions for future research advance responsible integration

Language: Английский

Citations

1
Empowering ChatGPT adoption in higher education: A comprehensive analysis of university students' intention to adopt artificial intelligence using self-determination and technology-to-performance chain theories DOI
Yaser Hasan Al‐Mamary, Aliyu Abubakar

The Internet and Higher Education, Journal Year: 2025, Volume and Issue: unknown, P. 101015 - 101015

Published: March 1, 2025

Language: Английский

Citations

0
The More Anxious, the More Dependent? The Impact of Math Anxiety on AI‐Assisted Problem‐Solving DOI
Feng Chen, Jihe Chen,

Yanying Xu

et al.

Psychology in the Schools, Journal Year: 2025, Volume and Issue: unknown

Published: April 4, 2025

ABSTRACT Although the use of AI technology driven by anxiety has become increasingly common, research on relationship between high school students' math and their intention to for problem‐solving remains limited. This study, grounded in Stimulus‐Organism‐Response (SOR) model, aims explore solving problems among students. Using Math Anxiety Scale (AMAS), Perceived Social Support (PSSS), Problem‐Solving Behavior (AIPS), data from 391 students were collected. The analysis revealed following: (1) Students report levels a strong inclination tools problems; (2) support plays significant role alleviating anxiety, with family being most effective, followed friends teachers; (3) High are effective means reducing anxiety. study suggests that should be addressed, focus regulating application education promote its scientific use. Additionally, improving relationships providing mental health recommended alleviate an emotional social perspective. provides valuable insights educators policymakers, offering important references designing more human‐centered educational interventions, thereby promoting artificial intelligence mathematics education.

Language: Английский

Citations

0