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<p>The rapid advancement of Artificial Intelligence-Generated Content (AIGC) has significantly transformed academic practices, offering innovative tools to boost student engagement and academic outcomes. Grounded in Achievement Goal Theory and Self-Determination Theory, this study develops and empirically tests a novel moderated mediation framework to elucidate the motivational mechanisms underlying AIGC adoption in academic contexts. Using a mixed-methods design, the research combines quantitative data from 317 undergraduate students with qualitative insights from advanced data collection tools and in-depth interviews. Results reveal that academic motivation acts as a pivotal mediator between AIGC literacy and thesis satisfaction, while thesis grades serve as a key moderator, amplifying the positive effects of AIGC literacy on satisfaction among high-achieving students. Additionally, the study validates a multidimensional taxonomy of AIGC motivations, including editing tools, collaborative writing assistants, and academic partners. These findings not only advance theoretical understanding but also provide actionable insights for educators and policymakers seeking to integrate AIGC responsibly into higher education, balancing innovation with academic integrity.</p>

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AIGC literacy and academic motivation: The motivational dynamics in higher education

  • 期刊论文

  • 发表日期：

    2026年1月29日

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  • Qi Chen,
  • Yunpeng Yang,
  • Nan Chen

摘要

The rapid advancement of Artificial Intelligence-Generated Content (AIGC) has significantly transformed academic practices, offering innovative tools to boost student engagement and academic outcomes. Grounded in Achievement Goal Theory and Self-Determination Theory, this study develops and empirically tests a novel moderated mediation framework to elucidate the motivational mechanisms underlying AIGC adoption in academic contexts. Using a mixed-methods design, the research combines quantitative data from 317 undergraduate students with qualitative insights from advanced data collection tools and in-depth interviews. Results reveal that academic motivation acts as a pivotal mediator between AIGC literacy and thesis satisfaction, while thesis grades serve as a key moderator, amplifying the positive effects of AIGC literacy on satisfaction among high-achieving students. Additionally, the study validates a multidimensional taxonomy of AIGC motivations, including editing tools, collaborative writing assistants, and academic partners. These findings not only advance theoretical understanding but also provide actionable insights for educators and policymakers seeking to integrate AIGC responsibly into higher education, balancing innovation with academic integrity.