Threat-related AI anxiety and engagement in live-streamed AI courses: a moderated serial mediation model of extrinsic motivation and teacher support.

The interaction between perceived continuous teacher support and AI learning self-efficacy was marginally non-significant ( B = −0.10, p = 0.094), and the index of moderated mediation for the serial indirect effect included zero (Index = −0.010, 95% Boot CI [−0.025, 0.001]).

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This non-replication at the subgroup level may reflect reduced statistical power, as the STEM subgroup coefficient (−0.10) was of similar magnitude to the full-sample estimate (−0.10) but fell short of significance in the smaller sample ( n = 229).

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