Artificial Intelligence Adaptive Learning Path and Middle School Students' English Academic Self-Efficacy: A Study on the Mediating Role of Perceived Autonomy Support

Objective: To explore the correlation mechanism between artificial intelligence adaptive learning path and junior high school students’ English academic self-efficacy, and clarify the mediating effect of Perceived Autonomy Support. Method: Stratified sampling was adopted to select 512 junior high school students from 8 middle schools in Beijing, Zhejiang, and Sichuan provinces (cities). the validated "Middle School Students' English Academic Self-Efficacy Scale" (Cronbach’s α = 0.886) and the "Learning Environment Autonomy Support Scale" (Cronbach’s α = 0.849), which have been validated by the academic community, were used for research. Combined with objective data from the backend of iFlytek Intelligent Learning Network, correlation and mediation analyses were performed using SPSS 26.0 and Hayes' PROCESS macro (Model 4). Result: There was a significant positive correlation between the depth of artificial intelligence adaptive learning path usage and English academic self-efficacy (r=0.397, P