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<p>The accelerated improvement of generative artificial intelligence (GenAI) technologies has made their incorporation into education an inescapable reality of modern pedagogy. This research explored the double-edged sword impact of GenAI on Chinese university students' academic performance and its boundary conditions. A research framework was established including the GenAI's indirect effects through self-efficacy and thinking offloading, and the moderating effect of tutors' transformational leadership. Survey data from 443 Chinese university students were analyzed by SPSS 27.0, PROCESS 4.1, and AMOS 24.0. The results showed: First, GenAI has positive indirect association with academic performance by strengthening students' self-efficacy, while has a negative indirect connection with academic performance through increasing students' thinking offloading. Second, tutors' transformational leadership serves as a negative moderator for both the indirect connection between GenAI assistance and students' academic performance through self-efficacy and thinking offloading. This study contributes&#xa0;a novel insight of demonstrating the mechanisms of GenAI in the academic environment, and provides important implications for educators to optimize GenAI application.</p>

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The double-edged sword effect of GenAI assistance on university students' academic performance: evidence from China

  • 期刊论文

  • 发表日期：

    2025年11月19日

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  • Yuan Ma,
  • Zhen Zhang,
  • Changshan Liu

摘要

The accelerated improvement of generative artificial intelligence (GenAI) technologies has made their incorporation into education an inescapable reality of modern pedagogy. This research explored the double-edged sword impact of GenAI on Chinese university students' academic performance and its boundary conditions. A research framework was established including the GenAI's indirect effects through self-efficacy and thinking offloading, and the moderating effect of tutors' transformational leadership. Survey data from 443 Chinese university students were analyzed by SPSS 27.0, PROCESS 4.1, and AMOS 24.0. The results showed: First, GenAI has positive indirect association with academic performance by strengthening students' self-efficacy, while has a negative indirect connection with academic performance through increasing students' thinking offloading. Second, tutors' transformational leadership serves as a negative moderator for both the indirect connection between GenAI assistance and students' academic performance through self-efficacy and thinking offloading. This study contributes a novel insight of demonstrating the mechanisms of GenAI in the academic environment, and provides important implications for educators to optimize GenAI application.