Exploring Flow and Engagement in AI-Assisted English Writing among University Students the Mediating Effect of Self-Efficacy

This study investigates how university students’ flow experience influences their engagement in AI-assisted English writing, with particular attention to the mediating role of writing self-efficacy. Accordingly, the following hypotheses are proposed:
H1: Flow experience positively predicts students’ engagement in AI-assisted English writing.
H2: Flow experience positively predicts students’ self-efficacy in AI-assisted English writing.
H3: Self-efficacy positively predicts students’ engagement in AI-assisted English writing.
H4: Self-efficacy mediates the relationship between flow experience and engagement in AI-assisted English writing.
Notes: FE: Flow Experience; WSE:Writing Self-efficacy; E: Engagement; CC: Cognitive Control; ITT: Immersion and Time Transformation; LS: Loss of Self-consciousness; AE: Autotelic Experience; ID: Ideation; CO: Convention; SE: Self-regulation; BE: Behavioral Engagement; EE: Emotional Engagement; CE: Cognitive Engagement