Mindsets matter: A mediation analysis of the role of a technological growth mindset in generative artificial intelligence usage in higher education

Abstract

In the digital era, generative artificial intelligence (GAI) is increasingly used in higher education, yet the psychological factors influencing its adoption are underexplored. This study examines the role of a growth mindset towards technology, defined as the belief that technological abilities can be developed in predicting GAI usage among Chinese undergraduates. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), this study explored the mediating roles of performance expectancy, effort expectancy, and technology anxiety. A total of 500 students participated in an online survey. Mediation analysis showed that a growth mindset predicted GAI usage through performance expectancy, effort expectancy, and technology anxiety, even when perceived external resources and gender were statistically controlled. The findings underscore the importance of psychological readiness, alongside technical skills, in fostering GAI adoption in education. Future research should use longitudinal and experimental designs to validate these results.