{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,12]],"date-time":"2026-05-12T20:20:03Z","timestamp":1778617203975,"version":"3.51.4"},"reference-count":67,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2026,2,2]],"date-time":"2026-02-02T00:00:00Z","timestamp":1769990400000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"},{"start":{"date-parts":[[2026,2,2]],"date-time":"2026-02-02T00:00:00Z","timestamp":1769990400000},"content-version":"tdm","delay-in-days":0,"URL":"http:\/\/doi.wiley.com\/10.1002\/tdm_license_1.1"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Computer Assisted Learning"],"published-print":{"date-parts":[[2026,4]]},"abstract":"<jats:title>ABSTRACT<\/jats:title>\n                  <jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>The proliferation of generative artificial intelligence (AI) has popularised AI\u2010Mediated Informal Digital Learning of English (AI\u2010IDLE). Whilst research in this area is growing, social influencing factors, especially the role of parents as significant others, remain underexplored.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>Guided by the Situational Expectancy\u2010Value Theory (SEVT), this study aims to investigate the impact of parental AI investment behaviours on students' engagement in AI\u2010IDLE. It specifically examines the mediating roles of Perceived AI Value and Effort Expectancy for AI in this relationship.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A questionnaire survey was administered to 2346 primary and secondary school students in China. The collected data were analysed using structural equation modelling (SEM) to test the proposed direct and mediating effects.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The findings revealed that parental AI investment behaviours directly promoted students' AI\u2010IDLE engagement. Furthermore, they exerted significant indirect effects through the separate mediating roles of Perceived AI Value and Effort Expectancy for AI, as well as through their chain mediation pathway.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>This research enriches the application of SEVT by extending it to informal, self\u2010regulated, and technology\u2010enhanced language learning contexts. It underscores the crucial role parents play in out\u2010of\u2010class learning and offers practical insights for guiding children to use AI tools effectively for English proficiency development.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70198","type":"journal-article","created":{"date-parts":[[2026,2,3]],"date-time":"2026-02-03T07:51:41Z","timestamp":1770105101000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":7,"title":["Parental\n                    <scp>AI<\/scp>\n                    Investment Behaviours and\n                    <scp>AI<\/scp>\n                    \u2010Mediated Informal Digital Learning of English: The Chain Mediating Role of Children's Perceived\n                    <scp>AI<\/scp>\n                    Value and Effort Expectancy for\n                    <scp>AI<\/scp>"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0559-6072","authenticated-orcid":false,"given":"Honggang","family":"Liu","sequence":"first","affiliation":[{"name":"Department of English, School of International Studies Soochow University  Suzhou China"}]}],"member":"311","published-online":{"date-parts":[[2026,2,2]]},"reference":[{"key":"e_1_2_11_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010021\u201010573\u20105"},{"key":"e_1_2_11_3_1","doi-asserted-by":"publisher","DOI":"10.3390\/educsci13111151"},{"key":"e_1_2_11_4_1","doi-asserted-by":"publisher","DOI":"10.3390\/bs14090845"},{"key":"e_1_2_11_5_1","doi-asserted-by":"publisher","DOI":"10.1080\/09588221.2023.2246519"},{"issue":"2","key":"e_1_2_11_6_1","first-page":"17","article-title":"Parental Involvement and School Engagement Among Jordanian High\u2010Primary School Students","volume":"6","author":"Atoum A.","year":"2019","journal-title":"Open Science Journal of Psychology"},{"key":"e_1_2_11_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/10494820.2022.2137531"},{"key":"e_1_2_11_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.lcsi.2019.100325"},{"key":"e_1_2_11_9_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010025\u201013536\u20102"},{"key":"e_1_2_11_10_1","doi-asserted-by":"publisher","DOI":"10.1086\/228943"},{"key":"e_1_2_11_11_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010024\u201012835\u20104"},{"key":"e_1_2_11_12_1","doi-asserted-by":"publisher","DOI":"10.1037\/mot0000275"},{"key":"e_1_2_11_13_1","doi-asserted-by":"publisher","DOI":"10.2307\/1131221"},{"key":"e_1_2_11_14_1","volume-title":"Nebraska Symposium on Motivation, 1992: Developmental Perspectives on Motivation","author":"Eccles J. 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