Generative artificial intelligence acceptance and artificial intelligence anxiety among university students: the sequential mediating role of attitudes toward artificial intelligence and literacy

Abstract The use of artificial intelligence (AI) applications is increasing in daily life. However, despite its remarkable capabilities, the widespread integration of this technology into all aspects of human life also carries the risk of causing unforeseen psychological difficulties for humanity. For this reason, it is necessary to identify the factors that may particularly affect artificial intelligence anxiety. We examined the sequential mediation effect of AI literacy and attitudes towards AI on the relationship between generative AI acceptance and AI anxiety. The study was conducted with 494 university students ( M age = 21.84, SD = 1.24). The research model was designed according to the PROCESS Macro model 80 proposed by Hayes. Data were analyzed using the SPSS v.26 program, Pearson’s correlations, and Hayes’s PROCESS macro method for mediation. The results revealed that AI anxiety has significant relationships with generative AI acceptance, AI literacy, and attitudes toward AI. Indirect effect tests supported the mediating relationship between attitudes toward AI and AI literacy. These results help us understand the underlying mechanism in the relationship between generative AI acceptance and AI anxiety.