文献研读|认知走向实践：护理学生AI依赖与成就动机的关联性多中心探究

文献学习

Title

From awareness to application: Unveiling the interplay between dependence on artificial intelligence and achievement motivation among nursing students: A multicenter study

从认知到应用：揭示护理学生人工智能依赖与成就动机的相互作用：一项多中心研究

Keywords

Achievement; Artificial intelligence; Motivation; Nursing; Students.

成就；人工智能；动机；护理；学生

Background

Artificial intelligence (AI) has emerged as a transformative, fundamentally reshaping how we access and apply knowledge. Achievement motivation (AM) remains a critical component of students' academic and personal development. Examining the association between nursing students' dependence on AI and their AM is a pertinent area of research, particularly in light of the growing incorporation of AI within educational settings.

人工智能（AI）已逐步演变为一项颠覆性技术，从底层逻辑上改变了人们获取与运用知识的方式。成就动机（AM）依旧是推动学生学业进步与个人成长的关键要素。鉴于AI在教育领域的渗透日益加深，探究护理专业学生对AI的依赖程度与其AM之间的联系，成为一项颇具价值的研究议题。

Aim of the study

To explore the association between undergraduate nursing students' dependence on artificial intelligence and achievement motivation.

目的探讨本科护生人工智能依赖与成就动机的关系。

Methods

A multicenter descriptive correlational study was conducted across five nursing faculties affiliated with Port-Said, Damietta, Alexandria, Mansoura, and Sohag universities, involving 1412 nursing students. Data were collected using a Personal and Academic Characteristics Questionnaire, the Achievement Motivation Scale (AMS), and the Dependence on Artificial Intelligence Scale (DIA). Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression.

一项多中心描述性相关研究在附属于Port-Said、Damietta、Alexandria、Mansoura和Sohag大学的五个护理学院开展，纳入1412名护理专业学生。借助个人与学业特征问卷、成就动机量表（AMS）及人工智能依赖量表（DIA）采集数据，并运用描述性统计、Pearson相关分析及简单线性回归方法进行处理。

Results

Nursing students demonstrated a moderate level of dependence on AI (M = 19.46, SD = 11.33) and a moderate level of AM (M = 6.32, SD = 2.13). A statistically significant moderate negative association was found between AI dependence and AM (r = -0.389, p < .001). This indicates that increased dependence on AI is associated with lower achievement motivation. Regression analysis indicated that AI dependence accounted for 19.6% of the variance in AM (R2= 0.196), while the remaining variance is likely influenced by other unmeasured factors.

护生对AI的依赖处于中等水平（M = 19.46, SD = 11.33），AM水平同样为中等（M = 6.32, SD = 2.13）。AI依赖与AM之间存在统计上显著的负相关关系（r = -0.389, p < 0.001），提示AI依赖程度越高，成就动机越低。回归分析进一步显示，AI依赖可解释AM 19.6%的变异（R2= 0.196），剩余变异可能由其他未纳入测量的因素所致。

Conclusions

Nursing students exhibited moderate AI dependence and achievement motivation. The findings indicate a significant negative association between AI dependence and achievement motivation, emphasizing the need to consider students' technology usage patterns concerning academic motivation.

护生在AI依赖与成就动机两方面均处于中等水平。研究结果揭示了AI依赖与成就动机之间的显著负向关联，提示应充分关注学生技术使用方式对其学业动机的影响。

Implications for practice

Educational programs should promote informed and balanced use of AI by clarifying its benefits and limitations as a learning support tool. Learning strategies should also be formulated to foster independent thinking, self-regulation, and goal-directed behavior to support students' achievement motivation.

教育项目应通过明确AI作为学习辅助工具的优势与不足，引导学生形成理性且均衡的使用习惯。同时，应设计相应的学习策略，着力培养学生的独立思考能力、自我调控水平及目标导向行为，从而增强其成就动机。

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