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The Autonomy Paradox in Highly Digital Higher Education: Examining How Mobile Empowerment Affects Psychological Distress in Chinese College Students.

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Title: The Autonomy Paradox in Highly Digital Higher Education: Examining How Mobile Empowerment Affects Psychological Distress in Chinese College Students.
Authors: Cao, Dawei1 dawei.cao@g.swu.ac.th, Intraprasert, Dusadee1 dusadee@g.swu.ac.th, Wongupparaj, Peera2 peera.w@chula.ac.th
Source: International Journal of Interactive Mobile Technologies. 2026, Vol. 20 Issue 15, p51-64. 14p.
Subjects: Psychological distress, Mobile learning, Digital technology, Chinese-speaking students, Artificial intelligence in education, Digital literacy, Self-determination theory
Geographic Terms: China
Abstract: The excessive use of artificial intelligence (AI) and mobile learning apps in Chinese universities has changed how students experience their studies and has led to higher levels of psychological distress. Using Self-Determination Theory, this study examines how various aspects of mobile empowerment relate to psychological distress. This study used a quantitative, non-experimental design. Researchers collected data through an online survey from 472 undergraduate and postgraduate students at four universities in Fujian Province, China. The data were analyzed with multiple linear regression and structural equation modelling (SEM) using AMOS. The results show that Confirmatory Factor Analysis (CFA) indicated a strong model fit and good construct validity. The RMSEA values were 0.023 for the independent-variable model and 0.011 for the dependent-variable model. The SEM results showed that digital competence significantly lowered generalised anxiety (B = −0.435, p < .001) and psychological stress (B = −0.401, p < .001). Digital relatedness also predicted lower anxiety (B = −0.306, p < .001) and stress (B = −0.228, p < .001). These findings suggest that digital competence and supportive peer connections are important protective factors against psychological distress. However, digital autonomy by itself may not reduce stress in highly connected, AI-driven learning environments. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Interactive Mobile Technologies is the property of International Journal of Interactive Mobile Technologies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22International+Journal+of+Interactive+Mobile+Technologies%22&quot;&gt;International Journal of Interactive Mobile Technologies&lt;/searchLink&gt;. 2026, Vol. 20 Issue 15, p51-64. 14p.
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  Data: The excessive use of artificial intelligence (AI) and mobile learning apps in Chinese universities has changed how students experience their studies and has led to higher levels of psychological distress. Using Self-Determination Theory, this study examines how various aspects of mobile empowerment relate to psychological distress. This study used a quantitative, non-experimental design. Researchers collected data through an online survey from 472 undergraduate and postgraduate students at four universities in Fujian Province, China. The data were analyzed with multiple linear regression and structural equation modelling (SEM) using AMOS. The results show that Confirmatory Factor Analysis (CFA) indicated a strong model fit and good construct validity. The RMSEA values were 0.023 for the independent-variable model and 0.011 for the dependent-variable model. The SEM results showed that digital competence significantly lowered generalised anxiety (B = −0.435, p &lt; .001) and psychological stress (B = −0.401, p &lt; .001). Digital relatedness also predicted lower anxiety (B = −0.306, p &lt; .001) and stress (B = −0.228, p &lt; .001). These findings suggest that digital competence and supportive peer connections are important protective factors against psychological distress. However, digital autonomy by itself may not reduce stress in highly connected, AI-driven learning environments. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of International Journal of Interactive Mobile Technologies is the property of International Journal of Interactive Mobile Technologies and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.3991/ijim.v20i15.62584
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 51
    Subjects:
      – SubjectFull: Psychological distress
        Type: general
      – SubjectFull: Mobile learning
        Type: general
      – SubjectFull: Digital technology
        Type: general
      – SubjectFull: Chinese-speaking students
        Type: general
      – SubjectFull: Artificial intelligence in education
        Type: general
      – SubjectFull: Digital literacy
        Type: general
      – SubjectFull: Self-determination theory
        Type: general
      – SubjectFull: China
        Type: general
    Titles:
      – TitleFull: The Autonomy Paradox in Highly Digital Higher Education: Examining How Mobile Empowerment Affects Psychological Distress in Chinese College Students.
        Type: main
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            NameFull: Cao, Dawei
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            NameFull: Intraprasert, Dusadee
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            NameFull: Wongupparaj, Peera
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            – D: 01
              M: 08
              Text: 2026
              Type: published
              Y: 2026
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              Value: 20
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              Value: 15
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            – TitleFull: International Journal of Interactive Mobile Technologies
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