From screens to minds: the mediating role of psychological well-being between digital reading and AI anxiety

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dc.contributor.authorOzbilen, Ugur
dc.contributor.authorBanaz, Emrullah
dc.contributor.authorSahin, Tugrul Gokmen
dc.date.accessioned2026-02-28T12:18:13Z
dc.date.available2026-02-28T12:18:13Z
dc.date.issued2025
dc.departmentBayburt Üniversitesi
dc.description.abstractIntroduction This study investigates the mediating role of psychological well-being in the relationship between digital reading disposition and artificial intelligence (AI) anxiety among Turkish teachers. Addressing the growing concern of technology-related anxiety in education, the research explores how digital literacy and psychological resilience interact within a single structural model.Methods A correlational research design was employed with data collected from 324 teachers. Participants completed the Digital Reading Disposition Scale, the Psychological Well-Being Scale, and the Artificial Intelligence Anxiety Scale. Bootstrapped structural equation modeling (SEM) was used to test the measurement model and the hypothesized mediation effect. Prior to SEM analysis, confirmatory factor analysis (CFA) was conducted to establish construct validity of the scales.Results Findings revealed that digital reading disposition was positively associated with psychological well-being and negatively linked with AI anxiety. Psychological well-being was also negatively related to AI anxiety. Moreover, psychological well-being partially mediated the relationship between digital reading disposition and AI anxiety.Discussion The results suggest that teachers with stronger digital reading dispositions experience higher psychological well-being, which in turn buffers against AI-related anxiety. These findings contribute novel theoretical insights to educational literature by integrating digital reading, psychological well-being, and AI anxiety into a single model. Practically, the study underscores the importance of fostering digital literacy and psychological resilience to mitigate technology-related anxiety in educational settings.
dc.identifier.doi10.3389/fpsyg.2025.1727759
dc.identifier.issn1664-1078
dc.identifier.pmid41450678
dc.identifier.scopus2-s2.0-105025691219
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.3389/fpsyg.2025.1727759
dc.identifier.urihttps://hdl.handle.net/20.500.12403/6173
dc.identifier.volume16
dc.identifier.wosWOS:001645253700001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherFrontiers Media Sa
dc.relation.ispartofFrontiers in Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WoS_20260218
dc.subjectdigital reading disposition
dc.subjectpsychological well-being
dc.subjectartificial intelligence anxiety
dc.subjectstructural equation modeling
dc.subjectteacher education
dc.titleFrom screens to minds: the mediating role of psychological well-being between digital reading and AI anxiety
dc.typeArticle

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