提升大学生人工智能素养的关键因素：基于社会认知理论的视角

This study investigates the effects of gender and social support on university students’ use of artificial intelligence （AI）in the context of transnational education. Drawing upon social cognitive theory，we adopt quantitative approach and analyze data from 2062 first-year students at Xi'an Jiaotong-Liverpool University，China. We find that：1）University students’ age does not significantly influence their AI cognition；2）Female students are more likely to acknowledge the relevance of AI in daily life than their male counterparts；3）Students who are confident in using AI are more likely to believe that learning AI can lead to better job opportunities；4）Support from family and friends significantly influences students’ recognition of AI's role in task completion；and 5）The more students understand and recognize AI，the more they focus on ethical and legal standards. Compared to existing studies，this research identifies asymmetric patterns of gender and social support in higher education during the AI era，expanding the application scope of social cognitive theory，and providing evidence-based recommendations for differentiated teaching strategies.