Parenting Journal · Volume 3 · Issue 1 · Licensed source edition
Understanding secondary school students’ intentions to learn artificial intelligence: a multigroup structural equation modeling analysis
Originally published 2026-06-23 · Frontiers in Psychology
Frontiers Media SA · DOI 10.3389/fpsyg.2026.1833613 ↗
AI / system type
AI literacy/motivation survey; not a GenAI intervention
Child-facing evidenceExamines children or child-focused systems. Transfer to everyday family life must be assessed separately.
The AI connection
Studies intentions to engage in AI education, including AI literacy and use attitudes.
Why this reading matters
Examines differences in access and motivation within a child-specific sample.
Editorial reading guide · Independence
What makes my child want to understand AI rather than merely use it?
Maps to Independence through motivation and self-efficacy related to choosing to learn about AI.
Study context
632 secondary students in Zhejiang, China
Age / stage: Grades 7–9
Read with three questions
- How did self-efficacy and perceived usefulness relate to intention?
- Which comparisons involved grade, location and extracurricular experience?
- Why do modeled paths not establish developmental causes?
Keep the limits in view
Convenience/snowball sampling, one province and self-report; SEM associations do not demonstrate actual learning or causal motivational pathways.
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Original authorship, publication date, journal and DOI are preserved. This issue’s TRICK placement and reading questions are editorial additions, not claims made by the original authors.
Yuyu Gu; Bingfu Xiong; Ruxue Li; Zhehao Pan; Yipin Huang; Yingying Pan (2026). Understanding secondary school students’ intentions to learn artificial intelligence: a multigroup structural equation modeling analysis Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1833613
Permissions checked against the saved article notice; repository publication notices screened 2026-11-04. This is not a new peer-review decision. The source authors and publishers are not represented as endorsing this issue.