Exploring Chinese Students' Perceived Strategies for Regulating AI Anxiety in Their Education: A Focus Group Inquiry

ABSTRACT

The use of Artificial Intelligence (AI) tools in education has been found to affect students' psycho‐emotional states. However, there is insufficient research on how learners can regulate their AI anxiety through emotion regulation strategies before and after its occurrence. To fill this gap, the present research adopted a qualitative design to unveil Chinese general education students' perceived regulation strategies used to manage their AI anxiety. A focus group interview was conducted online with 20 students, who were selected non‐randomly. The results of thematic analysis indicated eight preventive and responsive regulation techniques to cope with AI anxiety. Before the emergence of AI anxiety, the students suggested that by ‘developing AI literacy/competency’, ‘increasing self‐efficacy in using technology’, ‘seeing AI as an assistant rather than a danger’, and ‘discussing AI concerns with peers and teachers’ they can handle their anxiety in the class. To respond to AI anxiety after its occurrence, the participants recommended ‘cognitive reframing and reappraisal of threats’, ‘mindfulness and reflective practices’, ‘stress‐management exercises’, and ‘seeking external help’. The study highlights individual and collective practices to regulate AI anxiety. Implications for theory and practice of emotion regulation in the context of AI are provided.