When Technology Meets Anxiety:The Moderating Role of AI Usage in the Relationship Between Social Anxiety, Learning Adaptability, and Behavioral Problems Among Chinese Primary School Students

作者：Guangyuan Ma, S S Tian, Yang Song, Yi Chen, Huifeng Shi, Jiayi Li · 发表于：Psychology Research and Behavior Management · 年份：2025 · DOI：10.2147/prbm.s502337 · 被引用次数：17 · 研究领域：Impact of Technology on Adolescents、E-Learning and COVID-19、COVID-19 and Mental Health

Objective: This study aims to examine the relationships between social anxiety, learning adaptability, AI technology usage, and behavioral problems among primary school students, with a focus on the mediating role of learning adaptability and the moderating role of AI usage. Methods: A cross-sectional survey was conducted among 1240 primary school students aged 8-15 in Luzhou, Sichuan Province. Social anxiety was measured using the Social Anxiety Scale for Children (SASC), learning adaptability was assessed with the Children's Learning Adaptability Questionnaire (CSAQ), behavioral problems were evaluated using the Child Behavior Checklist (CBCL), and AI tool usage was gauged through a self-developed questionnaire. Data analysis involved correlation and multiple regression analyses using SPSS, with the moderated mediation effect analyzed through Process Model 59. Results: Social anxiety was found to significantly and positively predict behavioral problems, indicating that higher levels of social anxiety were associated with more behavioral problems. Learning adaptability partially mediated this relationship, suggesting that social anxiety not only directly impacts behavioral problems but also indirectly heightens the risk by reducing learning adaptability. Additionally, AI usage moderated the relationship between learning adaptability and behavioral problems, with a stronger effect of learning adaptability on behavioral problems observed at higher levels of AI usage. Specifica...