.png){kind=icon}
.png){kind=icon}
Return
Gen AI dependency and the impostor phenomenon among adolescent students: The roles of academic self-concept and mindfulness
.png){kind=icon}
PRE
AI
J
X
X
X
F
L
DOI：10.1007/s10639-026-14116-8.png)
.png){kind=icon}
Original request for help.png){kind=icon}
Share.png){kind=icon}
Save
Abstract
En 中文
With its advanced capabilities, Generative Artificial Intelligence (Gen AI) has increasingly become a tool upon which adolescent students rely. However, whether Gen AI dependency is associated with a heightened impostor phenomenon among adolescent students remains unclear. This study aimed to explore the relationship between Gen AI dependency and the impostor phenomenon among adolescent students while also examining the mediating role of academic self-concept, as well as the moderating role of mindfulness. A total of 2,054 adolescent students (Mage = 18.86, SD = 1.31) completed questionnaires measuring Gen AI dependency, academic self-concept, mindfulness, and the impostor phenomenon. The results indicated that Gen AI dependency was positively associated with the impostor phenomenon among adolescent students, with academic self-concept mediating this relationship. Furthermore, mindfulness moderated the relationship between academic self-concept and the impostor phenomenon. These findings contribute to the field of adolescent digital mental health and offer insights for developing interventions targeting the impostor phenomenon in the AI era.
Keywords:
Gen AI dependency
Academic self-concept
Mindfulness
Impostor phenomenon
Journal
IF:
5.4
Papers:
921
Citations:
1.7W
Organization
Cited Papers