AI 中文总结
本研究以236名数据库课程大学生为对象，通过分层回归分析发现，学业求助倾向（尤其是感知求助威胁）与AI使用频率及AI支持活动范围正相关，目标取向影响有限，强调设计AI学习环境需考虑学业求助行为。
AI 中文摘要
人工智能（AI）正日益成为高等教育的重要组成部分，但塑造学生使用AI进行学习的因素仍未得到充分理解。本研究探究在计算机科学语境下，学生的目标取向和学业求助行为如何与AI使用相关联，同时考虑个体、行为和情境特征。研究采用自我报告调查，收集了236名修读数据库课程的大学生的数据。AI使用通过两项指标进行操作定义：自我报告的使用频率以及AI支持的学习活动数量。采用分层回归分析检验变量间的关系。结果表明，求助倾向，尤其是感知到的求助威胁，始终与更频繁报告的AI使用以及自我报告参与更广泛的AI支持活动相关。相比之下，目标取向的影响则更为有限，且在各模型中一致性较低。研究结果强调，在设计计算机科学教育中的AI支持学习环境时，考虑学业求助行为的重要性。
英文摘要
Artificial intelligence (AI) is becoming an increasingly integral part of higher education, yet the factors shaping students' use of AI for learning remain insufficiently understood. This study examines how students' goal orientation and academic help-seeking behavior are associated with AI use in a computer science context, while also accounting for individual, behavioral, and contextual characteristics. Data were collected from 236 university students enrolled in a database course using a self-report survey. AI use was operationalized through two measures: self-reported frequency of use and the number of AI-supported learning activities. Hierarchical regression analyses were conducted to examine the relationships among the variables. The results indicate that help-seeking tendencies, particularly perceived help-seeking threat, were consistently associated with both more frequent reporting of AI use and self-reported engagement in a wider range of AI-supported activities. In contrast, the effects of goal orientation were more limited and less consistent across models. The results highlight the importance of considering help-seeking behavior when designing AI-supported learning environments in computer science education.
Comments6 pages, 2 tables
