ORIGINAL RESEARCH article
Front. Psychol.
Sec. Educational Psychology
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1660462
This article is part of the Research TopicCulture and Emotion in Educational Dynamics - Volume IVView all 15 articles
The effects of perceived teacher support and growth language mindset on learner well-being in AI-integrated environment: the mediating role of generative AI attitude
Provisionally accepted
Yong Pan
Gengchun Li*- School of Foreign Languages, Taizhou University, Taizhou, China
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With continuing advancements in AI technologies, the landscape of English as a foreign language (EFL) teaching and second language acquisition (SLA) is undergoing transformative changes, with learners' emotions in AI-integrated environments capturing more and more research attention. However, a dearth of studies have paid attention to learner well-being in such environments and its influencing factors. Based on previous research on perceived teacher support (PTS) and growth language mindset (GLM) in EFL educational contexts, the present study explored the possible direct effects of PTS and GLM and the mediating effect of generative AI attitude on learner well-being among a sample of Chinese university EFL learners (N = 486), using a questionnaire survey, and utilizing statistical procedures such as correlation analysis, regression analysis, and mediation analysis. The results indicated that: (1) both PTS and GLM significantly and positively predict generative AI attitude and learner well-being; (2) generative AI attitude significantly and positively predicts learner well-being; and (3) generative AI attitude plays a partial and positive mediating role in the relationships between PTS/GLM and learner well-being. The research findings are expected to provide practical insights into fostering university EFL learners' well-being in AI-integrated environments.
Keywords: Perceived teacher support, growth language mindset, Generative AI, Well-being, Chinese EFL learners
Received: 06 Jul 2025; Accepted: 26 Aug 2025.
Copyright: © 2025 Pan and Li. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Gengchun Li, School of Foreign Languages, Taizhou University, Taizhou, China
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