{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,14]],"date-time":"2026-09-14T06:04:06Z","timestamp":1789365846209,"version":"build-2803163510"},"reference-count":21,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,14]],"date-time":"2026-09-14T00:00:00Z","timestamp":1789344000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>Artificial intelligence (AI) is increasingly proposed as a support tool in psychotherapy, yet little is known about how psychology students and psychotherapy trainees psychologically orient toward such tools beyond aggregate acceptance scores.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      This study used latent class analysis (LCA) to explore heterogeneity in psychology students' and psychotherapy trainees' (\n                      <jats:italic>N<\/jats:italic>\n                      = 286) attitudes toward AI, technology acceptance, readiness, and anxiety in relation to two AI-supported clinical tools: an automated feedback tool and a treatment-recommendation tool. Six separate latent class models were estimated across the domains of general AI attitudes, technology acceptance, readiness, job-related anxiety, learning anxiety, and concerns about AI risk and autonomy.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Across domains, three- to four-class solutions consistently emerged, indicating that participants cannot be described by a single, uniform orientation toward AI. Across several domains, moderate or mixed response patterns were prominent, whereas other classes reflected more favorable or unfavorable orientations, including skepticism, elevated learning- or job-related anxiety, or heightened concern about AI risk. Because each domain was modeled separately, these results describe domain-specific latent response patterns rather than a single integrated psychological profile spanning acceptance and anxiety simultaneously.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>Findings are discussed in relation to the Unified Theory of Acceptance and Use of Technology (UTAUT), technostress, and professional-identity-threat perspectives, and suggest that training for AI-supported psychotherapy tools may need to be tailored to distinct subgroups rather than a uniform trainee population. Given the exploratory, cross-sectional, secondary-data design, findings should be treated as hypothesis-generating rather than confirmatory.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1859806","type":"journal-article","created":{"date-parts":[[2026,9,14]],"date-time":"2026-09-14T05:38:43Z","timestamp":1789364323000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Heterogeneity in AI attitudes, anxiety, and acceptance among psychology students and psychotherapy trainees: a domain-specific latent class analysis"],"prefix":"10.3389","volume":"17","author":[{"given":"Merve","family":"Armagan-Bogatekin","sequence":"first","affiliation":[{"name":"Department of Psychology, University of Health Sciences","place":["Istanbul, T\u00fcrkiye"]},{"name":"Department of Psychology, Ibn Haldun University","place":["Ba\u015fak\u015fehir, T\u00fcrkiye"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,14]]},"reference":[{"key":"B1","doi-asserted-by":"publisher","first-page":"26","DOI":"10.62486\/latia202326","article-title":"Artificial intelligence in psychological diagnosis and intervention","volume":"1","author":"\u00c1guila Ram\u00edrez","year":"2024","journal-title":"LatIA"},{"key":"B2","doi-asserted-by":"publisher","first-page":"E438","DOI":"10.15167\/2421-4248\/jpmh2023.64.4.3135","article-title":"Psychotherapy, artificial intelligence and adolescents: ethical aspects","volume":"64","author":"Alfano","year":"2024","journal-title":"J. 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