Technology-enhanced learning frequency and perceived academic acceleration in AI-mediated digital learning environments: self-efficacy as an indirect pathway and learning motivation as a boundary condition
- DOI
- 10.3389/fpsyg.2026.1803874
- Published
- 2026-07-23
- Container
- Frontiers in Psychology
- Publisher
- Frontiers Media SA
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.3389/fpsyg.2026.1803874,
title = {Technology-enhanced learning frequency and perceived academic acceleration in AI-mediated digital learning environments: self-efficacy as an indirect pathway and learning motivation as a boundary condition},
author = {Xuezhen Chen and Zexuan Qi and Yifan Ou},
year = {2026},
journal = {Frontiers in Psychology},
doi = {10.3389/fpsyg.2026.1803874},
url = {https://doi.org/10.3389/fpsyg.2026.1803874}
}RIS
TY - JOUR TI - Technology-enhanced learning frequency and perceived academic acceleration in AI-mediated digital learning environments: self-efficacy as an indirect pathway and learning motivation as a boundary condition AU - Xuezhen Chen AU - Zexuan Qi AU - Yifan Ou PY - 2026 JO - Frontiers in Psychology DO - 10.3389/fpsyg.2026.1803874 UR - https://doi.org/10.3389/fpsyg.2026.1803874 ER -
APA
Chen, X., Qi, Z., & Ou, Y. (2026). Technology-enhanced learning frequency and perceived academic acceleration in AI-mediated digital learning environments: self-efficacy as an indirect pathway and learning motivation as a boundary condition. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1803874
Source records
- crossref · retrieved 2026-09-25T05:49:26.540Z