韩国青少年生成式AI素养分型与学业自我效能感、主观幸福感差异：一项基于K-means聚类的研究

ORIGINAL RESEARCH article

Front. Psychol.

Sec. Educational Psychology

• Dongguk University Gyeongju, Gyeongju, Republic of Korea

Abstract

Generative artificial intelligence (AI) literacy is increasingly important for adolescents, yet variation in literacy across multiple dimensions and its associations with educational and psychological outcomes remain insufficiently understood. This study identified generative AI literacy profiles among Korean adolescents with generative AI experience (N = 3,959) using K-means cluster analysis based on information evaluation, communication, creative use, and ethical use. Two profiles were identified: Higher AI Literacy and Lower AI Literacy. The profiles differed primarily in their overall literacy levels rather than in qualitatively distinct patterns across the four dimensions. Adolescents in the Higher AI Literacy profile reported greater generative AI education experience and higher academic self-efficacy and subjective well-being than those in the Lower AI Literacy profile. Differences in academic self-efficacy and subjective well-being remained significant after adjustment for gender, school level, academic achievement, and economic status. These findings demonstrate meaningful level-based variation in generative AI literacy among adolescents with generative AI experience and suggest that such variation is associated with educational experience and academic and psychological outcomes. A person-centred perspective may complement variable-centred approaches and inform future research and educational approaches that consider differences in students' generative AI literacy levels.

Keywords

Academic self-efficacy, adolescents, artificial intelligence, Cluster analysis, Generative AI literacy, Subjective well-being

Received

03 September 2026

Accepted

02 October 2026

Copyright

© 2026 Lee. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence:

Disclaimer

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.

• Outline
• Share
• Metrics
• More