AI use and innovation behavior among university students in relation to challenge and threat appraisals

Artificial intelligence (AI) is increasingly embedded in higher education, yet its association with students’ innovation behavior may depend on how it is appraised. Drawing on the transactional model of stress and coping, this cross-sectional study tested whether self-reported AI use was indirectly associated with general innovation behavior through challenge and threat appraisals and whether school innovation support moderated the AI use–appraisal associations. Data were obtained from 1144 university students in China. AI use was positively associated with both appraisals. The adjusted indirect association through challenge appraisal was significant, whereas the threat-appraisal indirect association was small and nonsignificant. School innovation support did not moderate either appraisal association, and both indices of moderated mediation were nonsignificant. Thus, only the challenge-appraisal component received robust support. Universities should prioritize AI literacy, discipline-specific guidance, academic integrity, reflective use, and support for AI-related anxiety rather than simply encouraging intensive AI use.