A dual path cognitive model of academic well-being: the mediation of creative problem-solving ability and generative AI use self-efficacy

As generative artificial intelligence (GAI) becomes increasingly integrated into higher education and reshapes students’ learning experiences, important questions arise regarding how GAI-related competencies and higher-order thinking skills contribute to Academic well-being (AWB). Guided by the conceptual perspective of distributed cognition theory, this study proposed and tested a dual-path cognitive model of AWB. To support this investigation, we also developed the Inventory of GAI Use Self-Efficacy. For model testing, data were collected from 490 college students. The results supported the proposed dual-path model. Specifically, critical thinking dispositions and creativity competence were associated with AWB through creative problem-solving ability, whereas creativity competence and GAI use attitudes were related to AWB through GAI use self-efficacy. These findings suggest that AWB in the GAI era is associated with the synergistic integration of internal cognitive resources and AI-assisted external cognitive resources. The study contributes to the AWB theory and practice by: (a) evaluating a dual-path cognitive model that integrates higher-order thinking and GAI-related competencies; (b) identifying the possible intermediary roles of creative problem-solving ability and GAI use self-efficacy; and (c) providing a valid measure of GAI use self-efficacy for future research and educational applications in AI-enhanced learning contexts.