AI身份感提升学生能力却易引滥用，正念可有效遏制
AI Identity, Empowerment, and Mindfulness in Mitigating Unethical AI Use
- 通过增强学生对AI的身份认同，提升心理赋能与学习投入
- 高AI身份感导致不道德使用AI行为上升，但正念能显著抑制
- 适合教育者与AI开发者参考，构建技术与伦理平衡机制
本研究探讨大学生对AI的身份认同如何影响其心理赋能与不道德使用AI的行为，并考察信息技术正念的调节作用。结果表明，强烈的AI身份感虽能增强心理赋能与学业参与度，但也可能引发更多不道德的AI使用行为。关键的是，信息技术正念作为伦理防护机制，能提升对伦理问题的敏感性，减少AI滥用。研究为教育工作者、政策制定者及AI开发者提供了启示，强调在鼓励数字参与的同时必须维护学生责任意识。此外，研究还推动了关于心理主体性的哲学讨论，指出通过AI获得的赋能可能带来双重后果。正念在引导负责任的AI互动中具有核心作用。整体上，该研究为教育中的人工智能伦理议题提供了策略支持。
原文摘要 · Abstract (English)
This study examines how AI identity influences psychological empowerment and unethical AI behavior among college students, while also exploring the moderating role of IT mindfulness. Findings show that a strong AI identity enhances psychological empowerment and academic engagement but can also lead to increased unethical AI practices. Crucially, IT mindfulness acts as an ethical safeguard, promoting sensitivity to ethical concerns and reducing misuse of AI. These insights have implications for educators, policymakers, and AI developers, emphasizing For Peer Review the need for a balanced approach that encourages digital engagement without compromising student responsibility. The study also contributes to philosophical discussions of psychological agency, suggesting that empowerment through AI can yield both positive and negative outcomes. Mindfulness emerges as essential in guiding ethical AI interactions. Overall, the research informs ongoing debates on ethics in education and AI, offering strategies to align technological advancement with ethical accountability and responsible use.
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