doi: 10.18178/ijiet.2026.16.3.2544
The Hidden Cost of AI-Supported Learning Collaboration: How It Undermines Self-Efficacy and Amplifies Anxiety in Unaided Tasks
Jiaxin Feng1
,
I. G. P. Sudiarta2,*
- 1Postgraduate School, Universitas Pendidikan Ganesha, Singaraja, Kabupaten Buleleng, Indonesia
- 2Department of Mathematics, Universitas Pendidikan Ganesha, Singaraja, Bali, Indonesia
- Manuscript receivedAugust 14, 2025
- revisedSeptember 22, 2025
- acceptedOctober 28, 2025
- publishedMarch 17, 2026
Abstract
This study examines the relationship between Artificial Intelligence (AI)-supported learning collaboration and students’ experiences in unaided contexts, clarifying the underlying psychological mechanism. A survey was conducted with students from two comprehensive universities in central China (n = 212). The extent of AI participation in learning was measured, with reduced learning self-efficacy modeled as a mediating variable. Data analysis employed Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS 4.0. Findings reveal that greater AI participation correlates with lower learning self-efficacy, which subsequently relates to heightened anxiety in both unaided reading and writing contexts. The mediation analysis suggests that shifts in self-appraisal constitute a key pathway linking AI participation to domain-specific anxieties. This study extends self-efficacy theory to contexts involving learner-AI collaboration and differentiates reading anxiety from writing anxiety as distinct constructs. Implications suggest that instruction should integrate supported phases with AI-free tasks and ensure learners’ contributions remain visible to maintain mastery experiences and preserve confidence.
Keywords
- learning-Artificial Intelligence (AI) collaboration
- learning self-efficacy
- unaided reading anxiety
- unaided writing anxiety
- AI-supported learning
How to Cite
Jiaxin Feng and I. G. P. Sudiarta, "The Hidden Cost of AI-Supported Learning Collaboration: How It Undermines Self-Efficacy and Amplifies Anxiety in Unaided Tasks," International Journal of Information and Education Technology, vol. 16, no. 3, pp. 718-727, 2026. https://doi.org/10.18178/ijiet.2026.16.3.2544
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).