Artificial Intelligence-Supported Education, Student Anxiety, and Academic Engagement: Examining the Moderating Role of Coping Self-Efficacy

Abstract

Artificial Intelligence (AI)-supported education is increasingly transforming higher education by providing personalized learning, immediate academic assistance, and flexible access to educational resources; however, its psychological implications for students remain an important area of investigation. The present study examined the relationships among Artificial Intelligence-Supported Education, Student Anxiety, Academic Engagement, and Coping Self-Efficacy, with particular emphasis on the moderating role of coping self-efficacy in the relationship between anxiety and academic engagement. A quantitative, cross-sectional research design was employed, and data were collected from 268 university students from higher education institutions in Punjab and Sindh, Pakistan. Data were collected through an adopted structured questionnaire using online Google Forms, and the completed responses were organized in Microsoft Excel and analyzed using IBM SPSS. Descriptive statistics, Cronbach’s alpha reliability analysis, Pearson correlation, multiple linear regression, independent-samples t-test, one-way ANOVA, post-hoc analysis, and moderation analysis were employed. The findings indicated significant relationships among the major study variables, with AI-supported education being positively associated with academic engagement and negatively associated with student anxiety. Student anxiety was negatively associated with academic engagement, whereas coping self-efficacy demonstrated a positive association with academic engagement. The regression findings further indicated that AI-supported education, student anxiety, and coping self-efficacy were significant predictors of academic engagement. The moderation findings demonstrated that coping self-efficacy significantly weakened the negative relationship between student anxiety and academic engagement, highlighting its potential protective role in students’ academic experiences. The study contributes to the emerging literature on AI-supported higher education by demonstrating that the effectiveness of AI-based learning should be considered alongside students’ psychological well-being and coping resources. The findings have practical implications for universities, educators, and policymakers in developing AI-supported learning environments that promote academic engagement while addressing student anxiety and strengthening coping capabilities.