成就目标导向如何影响大学生用户的AI助教工具使用行为？——基于双重中介的实证研究

doi:10.13998/j.cnki.issn1002-1248.25-0399

Abstract

Abstract:

[Purpose/Significance] This study addresses the "motivation black box" problem. By integrating achievement goal theory and technology acceptance models, it aims to construct a four-dimensional "motivation-identity-cognition-engagement" theoretical framework to analyze the driving mechanisms underlying AI teaching assistant usage behavior. [Method/Process] A questionnaire survey was utilized in this study. The Chaoxing Learning platform served as the research context, and college students who use AI teaching assistants constitute the research subjects. The chain mediating effect between technical identity recognition and technical acceptance was tested using the structural equation modeling (SEM). The significance of the pathways was verified via the Bootstrap sampling method. Data analysis was performed using SPSS 26.0 and Smart PLS 3.3.9 software. [Results/Conclusions] Key findings reveal that within the learning environment integrating Chaoxing's online courses with AI teaching assistants, achievement goal orientations demonstrated significant divergence, with mastery-approach goals (MAP) emerging as the sole significant driver - other goal orientations showed no statistically reliable predictive effects. Crucially, MAP significantly promoted dependent (β=0.308), critical (β=0.262), and exploratory (β=0.244) usage behaviors through the "technology identity recognition → technology acceptance" chain-mediation pathway. Furthermore, technology identity recognition exhibited dual mediation dominance in behavior formation, as this chain-mediation pathway accounted for more than 50% of total effects across all three usage behaviors, particularly for dependent and exploratory usage. Notably, technology identity recognition demonstrated the strongest mediation effect specifically on dependent behaviors (β=0.418). Further analysis indicates MAP's total effect on technology identity recognition substantially exceeded its direct effect on technology acceptance. This critical finding aligns with Deci and Ryan's self-determination theory, confirming that intrinsic motivation (exemplified by MAP) facilitates deeper skill internalization. Specifically, students focused on competence development showed greater tendency to integrate AI skills into their self-concept (e.g., perceiving themselves as "technology-proficient learners") rather than viewing them merely as external tools - a mechanism that empirically explains why traditional technical training that emphasizes operational skills often fails to foster sustained usage. Most significantly, this research provides important implications for educators in guiding students' use of AI teaching assistants: they should prioritize cultivating students' mastery-approach goals (MAP) through instructional design that strengthens students' pursuit of knowledge. Such an approach enhances the effectiveness of AI tools in teaching while simultaneously offering direction for the Chaoxing Learning Platform to optimize its AI teaching assistant features. Specifically, the platform should enhance personalized learning support tailored to the needs of MAP-oriented users, thereby better aligning with students' intrinsic learning motivations.

Key words: achievement goal theory, technical identity, technical acceptance, use of AI tools, AI literacy

CLC Number:

G350

ZHANG Tao, WU Sihang. How Achievement Goal Orientation Influences College Students' Usage Behaviors of AI Tutoring Tools: An Empirical Study Based on Dual Mediation[J].Journal of library and information science in agriculture, 2025, 37(7): 91-105.

Figures/Tables 10

Fig.1

Table1

Variables and measurement items"

测量变量	题项序号	测量题项	文献来源
掌握-接近目标（Mastery-Approach）	MAP1	我使用AI助教的目标是彻底掌握课程内容	[6]
	MAP2	我会通过AI助教深入理解这门课的知识
	MAP3	我希望用AI助教探索课程中的复杂问题
掌握-回避目标（Mastery-Avoidance）	MAV1	我使用AI助教是为了避免学不会课程重点
	MAV2	我担心不用AI助教会遗漏重要知识点
	MAV3	我会通过AI助教反复练习，防止自己学得不扎实
表现-接近目标（Performance-Approach）	PAP1	我使用AI助教是为了比其他同学表现更好
	PAP2	我会通过AI助教争取在考试中得高分
	PAP3	我希望用AI助教证明自己比他人更优秀
表现-回避目标（Performance-Avoidance）	PAV1	我使用AI助教是为了避免成绩比其他同学差
	PAV2	我担心不用AI助教会表现得更差
	PAV3	我会依赖AI助教防止自己在班级中落后
技术接受度（Technology Acceptance）	TA1	我觉得AI助教的操作界面简单易懂	[33]
	TA2	学习使用AI助教不需要花费太多精力
	TA3	AI助教的功能布局直观，易于导航
	TA4	我能轻松找到AI助教的功能入口
	TA5	AI助教能准确解答我的学习问题
	TA6	AI助教的互动方式让学习过程更生动
	TA7	我计划在下学期继续使用AI助教。
技术身份认同（Identity Technology）	IT1	我认为AI助教是我的学习伙伴（而不仅仅是工具）	[24]
	IT2	我在学习过程中会主动向AI助教寻求建议和帮助
	IT3	使用AI助教让我感觉像在与真人交流
	IT4	我会记住AI助教的回答风格和特点
探索性使用（Exploratory Use）	EU1	我会调整AI助教的参数（如响应长度、语气）以获得更好结果	[34]
	EU2	我会将AI助教应用于其他课程或生活场景
	EU3	我会尝试AI助教的所有功能，即使课程未要求
	EU4	我经常用AI助教探索课程外的知识（如延伸阅读）
批判性使用（Critical Use）	CU1	当AI助教首次无法解答时，我会尝试不同提问方式	[35]
	CU2	当AI助教的答案与我的理解冲突时，我会主动查证
	CU3	使用AI助教后，我会更注意检查信息的来源可靠性
	CU4	我能更快速地评估AI推荐资源的可靠性
依赖性使用（Dependent Use）	DU1	即使没有教师要求，我也会主动使用AI助教	[36]
	DU2	我会优先选择AI助教而非传统搜索工具解决学习问题
	DU3	我会向其他同学推荐使用AI助教

Table1

Fig.2

Fig.3

Table 2

Table 3

Table 4

Table 5

Table 6

Table 7

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潜变量	CA	CR	（AVE）
掌握-接近目标（MAP）	0.854	0.911	0.774
技术接受度	0.929	0.943	0.703
技术身份认同	0.84	0.892	0.674
探索性使用	0.838	0.891	0.672
依赖性使用	0.821	0.894	0.737
批判性使用	0.86	0.906	0.707

潜变量	掌握-接近目标	依赖性使用	批判性使用	技术接受度	技术身份认同	探索性使用
掌握-接近目标	0.880
依赖性使用	0.696	0.859
批判性使用	0.768	0.736	0.841
技术接受度	0.709	0.856	0.728	0.839
技术身份认同	0.737	0.749	0.749	0.746	0.821
探索性使用	0.751	0.660	0.792	0.678	0.755	0.820

潜变量测度项	掌握-接近目标（MAP）	探索性使用（EU）	批判性使用（CU）	依赖性使用（DU）	技术身份认同（IT）	技术接受度（TA）
MAP1	0.801
MAP2	0.924
MAP3	0.909
EU1		0.737
EU2		0.865
EU3		0.792
EU4		0.878
CU1			0.846
CU2			0.914
CU3			0.837
CU4			0.759
DU1				0.895
DU2				0.795
DU3				0.882
IT1					0.857
IT2					0.815
IT3					0.777
IT4					0.832
TA1						0.831
TA2						0.780
TA3						0.886
TA4						0.854
TA5						0.802
TA6						0.832
TA7						0.880

路径	路径系数	标准差	T值
MAP->技术接受度	0.350	0.075	4.683
MAP->技术身份认同	0.737	0.054	13.745
技术接受度->依赖性使用	0.856	0.045	19.173
技术接受度->批判性使用	0.728	0.055	13.274
技术接受度->探索性使用	0.678	0.051	13.228
技术身份认同->技术接受度	0.488	0.088	5.532

路径	路径系数	标准差	T值	95%CI
MAP->技术接受度->探索性使用	0.237	0.059	4.026	[0.139,0.368]
MAP->技术接受度->依赖性使用	0.299	0.066	4.553	[0.180,0.437]
MAP->技术接受度->批判性使用	0.254	0.062	4.107	[0.148,0.388]
MAP->技术身份认同->技术接受度	0.36	0.065	5.496	[0.223,0.483]
技术身份认同->技术接受度->依赖性使用	0.418	0.081	5.181	[0.248,0.563]
技术身份认同->技术接受度->批判性使用	0.355	0.071	4.967	[0.211,0.492]
技术身份认同->技术接受度->探索性使用	0.331	0.065	5.067	[0.201,0.457]
MAP->技术身份认同->技术接受度->探索性使用	0.244	0.051	4.816	[0.148,0.346]
MAP->技术身份认同->技术接受度->批判性使用	0.262	0.055	4.785	[0.156,0.374]
MAP->技术身份认同->技术接受度->依赖性使用	0.308	0.062	4.962	[0.183,0.425]

How Achievement Goal Orientation Influences College Students' Usage Behaviors of AI Tutoring Tools: An Empirical Study Based on Dual Mediation

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路径	路径系数	标准差	T值
MAP->依赖性使用	0.607	0.06	10.171
MAP->批判性使用	0.516	0.065	7.983
MAP->探索性使用	0.481	0.061	7.926
MAP->技术接受度	0.709	0.047	15.153
MAP->技术身份认同	0.737	0.054	13.745
技术接受度->依赖性使用	0.856	0.045	19.173
技术接受度->批判性使用	0.728	0.055	13.274
技术接受度->探索性使用	0.678	0.051	13.228
技术身份认同->依赖性使用	0.418	0.081	5.181
技术身份认同->批判性使用	0.355	0.071	4.967
技术身份认同->技术接受度	0.488	0.088	5.532
技术身份认同->探索性使用	0.331	0.065	5.067

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