AI Literacy and Trust in AI-Generated Content Among College Students: The Mediating Roles of Learning Motivation and Self-Efficacy

Abstract

With the rapid development of generative artificial intelligence (AI), AI tools are increasingly used in college students’ learning and daily lives. This study examines the relationships among college students’ AI literacy, trust in AI-generated content, learning motivation, and self-efficacy. Questionnaire data were analyzed using independent-samples t tests, one-way ANOVA, regression analysis, and Bootstrap mediation analysis. The results show that (1) trust in AI-generated content did not differ significantly by gender, grade level, or major; (2) AI literacy positively predicted trust in AI-generated content; (3) learning motivation did not significantly mediate this relationship, whereas self-efficacy played a significant mediating role; and (4) the effect of AI literacy on trust was primarily mediated through self-efficacy. These findings suggest that enhancing college students’ AI literacy may strengthen their self-efficacy and promote more appropriate trust in AI-generated content. Accordingly, recommendations are proposed for universities, students, and society to improve AI literacy and support the effective integration of generative AI into higher education.