Effects of Basic Psychological Needs on Resilience: A Human Agency Model

Unpacking the Dynamics of AI-Based Language Learning: Flow, Grit, and Resilience in Chinese EFL Contexts

Artificial intelligence and positive psychology play crucial roles in education, yet there is limited research on how these psychological factors influence learners' use of AI, particularly in language education. Grounded in self-determination theory, this study investigates the factors influencing Chinese English learners' intention to use AI for language learning. Utilizing structural equation modeling, this research examines the mediating roles of grit, flow, and resilience in the relationship between basic psychological needs and the intention to use AI. Data were analyzed using AMOS 26 and SPSS 26. The findings reveal that flow, grit, and resilience mediate the relationship between basic psychological needs and the intention to adopt AI tools for language learning. This study provides valuable insights into how educational environments can be designed to fulfill psychological needs, thereby fostering greater engagement and acceptance of AI in language education.

The compensation effect of competence frustration and its behavioral manifestations

The frustration of competence, one of the three basic psychological needs proposed by self-determination theory, has been widely demonstrated to negatively influence one's motivation and well-being in both work and life. However, research on the recovery mechanism of competence is still in the nascent stage. In this study, a two-stage behavioral experiment was conducted to examine the restoration of competence and the potential moderating role of resilience. Results showed that individuals who were asked to recall experience of competence frustration performed better on subsequent tasks, manifesting their behavioral efforts of competence restoration. However, resilience does not play a significant moderating role in competence restoration. Through convergent behavioral evidence, findings of this study demonstrate the compensation effect of competence frustration.