Bridging Parental Investment and Children's Willingness to Communicate With AI : A Serial Mediation of Self‐Efficacy and Autonomy in AI ‐Enhanced Informal Digital Learning of English

ABSTRACT In the context of AI‐empowered language education, informal digital learning of English has emerged as a key site for fostering young learners ' positive psycho‐emotional development. However, limited attention has been paid to how family factors shape children ' s willingness to communicate with AI. This study investigated how parental investment influences upper‐primary students ' willingness to communicate with AI in an AI‐enhanced informal digital learning of English context, focusing on the mediating roles of AI learning self‐efficacy and learning autonomy. Grounded in Social Cognitive Theory and Self‐Determination Theory, the study surveyed 659 upper‐primary students from eight primary schools. Results revealed a serial mediation pathway: parental investment → self‐efficacy → autonomy → willingness to communicate with AI. These findings extend parental investment research into AI‐enhanced informal digital learning of English contexts and integrate two major motivational frameworks into a unified model of child L2 psycho‐emotional functioning.