{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,29]],"date-time":"2026-09-29T21:27:17Z","timestamp":1790717237787,"version":"4.1.0"},"reference-count":90,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,8,19]],"date-time":"2026-08-19T00:00:00Z","timestamp":1787097600000},"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>Objective<\/jats:title>\n                    <jats:p>Against the backdrop of the rapid proliferation of generative artificial intelligence (AI), fostering active acceptance and effective utilization of such technologies among college students has emerged as a critical concern in higher education. This study aims to investigate the relationship between AI literacy (AIL) and college students\u2019 AI acceptance (AIA), as well as its underlying mechanisms, while employing latent profile analysis (LPA) to identify heterogeneous types of AIL and examine path differences across distinct latent classes.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A sample of 975 Chinese college students completed the AIL Scale, Perceived Affordances (PA) Scale, Growth Mindset (GM) Scale, and AIA Scale.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>\n                      AIL exhibited significant positive correlations with PA (\n                      <jats:italic>r<\/jats:italic>\n                      \u202f=\u202f0.508,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f&amp;lt;\u202f0.001), GM (\n                      <jats:italic>r<\/jats:italic>\n                      \u202f=\u202f0.458,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f&amp;lt;\u202f0.001), and AIA (\n                      <jats:italic>r<\/jats:italic>\n                      \u202f=\u202f0.633,\n                      <jats:italic>p<\/jats:italic>\n                      \u202f&amp;lt;\u202f0.001). Mediation analysis revealed that the indirect path via PA accounted for 6.26% of the total association, that of GM for 16.63%, and the chain mediating effect for 4.75%. LPA identified three distinct AIL profiles: low AIL\u2013moderate ethics (26.87%), moderate AIL\u2013low ethics (15.28%), and high-level balanced (57.85%). Notably, the mediating pathways differed across these latent classes, with significant differences observed primarily between the high-level balanced and moderate AIL\u2013low ethics profiles.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>AIL was positively associated with college students\u2019 AIA, and this association was partially accounted for by independent and sequential indirect paths through PA and GM. Moreover, AIL demonstrates a marked heterogeneous structure, with distinct latent classes exhibiting divergent patterns in path analysis. These findings provide empirical evidence for applying affordance theory and implicit theories of intelligence to the context of human AI collaboration, and suggest potential implications for differentiated AI education and mindset interventions in higher education settings.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1926324","type":"journal-article","created":{"date-parts":[[2026,8,19]],"date-time":"2026-08-19T04:36:52Z","timestamp":1787114212000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":1,"title":["Latent profiles of college students\u2019 AI literacy and their association with AI acceptance: the sequential indirect role of perceived affordances and growth mindset"],"prefix":"10.3389","volume":"17","author":[{"given":"Chuyuan","family":"Zhao","sequence":"first","affiliation":[{"name":"School of Physical Education and Sport, Henan University","place":["Kaifeng, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Tianxing","family":"Liu","sequence":"additional","affiliation":[{"name":"Physical Education Department, Dalian Minzu University","place":["Dalian, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bingxin","family":"Gao","sequence":"additional","affiliation":[{"name":"School of Physical Education and Sport, Henan University","place":["Kaifeng, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,8,19]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"845","DOI":"10.3390\/bs14090845","article-title":"ChatGPT in learning: assessing students\u2019 use intentions through the lens of perceived value and the influence of AI literacy","volume":"14","author":"Al-Abdullatif","year":"2024","journal-title":"Behav. 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