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<p>This study aims to investigate the influencing factors and mechanisms of college students’ AI tool usage behavior by integrating the Stimulus-Organism-Response (SOR) model with the rational behavior model. Using structural equation modeling, we analyzed data from 1,287 college students measuring self-media advertising influence, peer influence, self-efficacy, cognitive attitudes, educational regulations, and usage behavior. Results show that self-media advertising (β = 0.091, <i>p</i> &lt; 0.01), peer influence (β = 0.151, <i>p</i> &lt; 0.001), and self-efficacy (β = 0.669, <i>p</i> &lt; 0.001) significantly influence students’ attitudes toward AI tools, with self-efficacy demonstrating the most substantial effect (f²= 1.492). Mediation analysis reveals that cognitive attitudes and educational regulations are significant mediating pathways, with the integrated model showing strong explanatory power (R²= 0.89). This study concludes that while external stimuli affect students’ adoption of AI tools through dual mediating pathways of attitudes and regulations, internal psychological factors play a more decisive role. The findings suggest that educational institutions should develop comprehensive AI literacy programs while establishing well-designed regulatory frameworks to guide appropriate AI tool usage.</p>

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Research on influencing factors and mechanisms of college students’ use of artificial intelligence tools based on sor and rational behavior models

  • 期刊论文

  • 发表日期：

    2025年1月2日

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  • Linlin Bai

摘要

This study aims to investigate the influencing factors and mechanisms of college students’ AI tool usage behavior by integrating the Stimulus-Organism-Response (SOR) model with the rational behavior model. Using structural equation modeling, we analyzed data from 1,287 college students measuring self-media advertising influence, peer influence, self-efficacy, cognitive attitudes, educational regulations, and usage behavior. Results show that self-media advertising (β = 0.091, p < 0.01), peer influence (β = 0.151, p < 0.001), and self-efficacy (β = 0.669, p < 0.001) significantly influence students’ attitudes toward AI tools, with self-efficacy demonstrating the most substantial effect (f²= 1.492). Mediation analysis reveals that cognitive attitudes and educational regulations are significant mediating pathways, with the integrated model showing strong explanatory power (R²= 0.89). This study concludes that while external stimuli affect students’ adoption of AI tools through dual mediating pathways of attitudes and regulations, internal psychological factors play a more decisive role. The findings suggest that educational institutions should develop comprehensive AI literacy programs while establishing well-designed regulatory frameworks to guide appropriate AI tool usage.