IJIET 2026 Vol.16(7): 1723-1732
doi: 10.18178/ijiet.2026.16.7.2636
doi: 10.18178/ijiet.2026.16.7.2636
The Relationships among Technological Innovation, AI Self-efficacy, Learning Anxiety, Literacy, and Usage Satisfaction: An Empirical Study Based on Chinese Vocational College Students
Li Liao and Jian-Hong Ye *
Faculty of Education, Beijing Normal University, Beijing, China
Email: 202321010097@mail.bnu.edu.cn or 18774882682@163.com (L.L.); kimpo30107@hotmail.com or jianhong.ye@bnu.edu.cn (J.-H.Y.)
*Corresponding author
Email: 202321010097@mail.bnu.edu.cn or 18774882682@163.com (L.L.); kimpo30107@hotmail.com or jianhong.ye@bnu.edu.cn (J.-H.Y.)
*Corresponding author
Manuscript received October 9, 2025; revised November 27, 2025; accepted January 26, 2026; published July 13, 2026
Abstract—Artificial Intelligence (AI) is being rapidly integrated into education, and is demonstrating its transformative potential. However, its widespread adoption introduces psychological challenges that can amplify or diminish its benefits. Grounded in the Technology Readiness Index and Person-Process-Technology framework, this study explored the intrinsic relationships among vocational college students’ technological innovation, AI self-efficacy, learning anxiety, literacy, and usage satisfaction. Addressing the gap in validated psychological responses, a cross-sectional survey was conducted among 647 Chinese vocational students (mean age: 19.50) using a 32-item 5-point Likert scale. The instrument demonstrated robust reliability with Cronbach’s α coefficients ranging from 0.840 to 0.923. Structural Equation Modeling results indicated that technological innovation significantly predicted AI self-efficacy (β = 0.678, p < 0.001) and reduced anxiety (β = −0.332, p < 0.001). AI self-efficacy ((β = 0.561, p < 0.001) and anxiety (β = −0.230, p < 0.001) significantly influenced AI literacy (β = 0.490), which strongly predicted usage satisfaction (β = 0.607, p < 0.001). In conclusion, the significant influence of psychological factors on literacy confirms that psychological readiness is a prerequisite for technical success. Regarding further uses, this study validates a reliable assessment tool for educators and suggests that vocational colleges should move beyond mere technical training to implement curricula that enhance self-efficacy and mitigate anxiety, empirically boosting students’ AI acceptance.
Keywords—Artificial Intelligence (AI), AI self-efficacy, AI learning anxiety, AI literacy, AI usage satisfaction, Technology Readiness Index (TRI), People-Process-Technology (PPT)
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).
Keywords—Artificial Intelligence (AI), AI self-efficacy, AI learning anxiety, AI literacy, AI usage satisfaction, Technology Readiness Index (TRI), People-Process-Technology (PPT)
Cite: Li Liao and Jian-Hong Ye, "The Relationships among Technological Innovation, AI Self-efficacy, Learning Anxiety, Literacy, and Usage Satisfaction: An Empirical Study Based on Chinese Vocational College Students," International Journal of Information and Education Technology, vol. 16, no. 7, pp. 1723-1732, 2026.
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).