Exploring AI Literacy as a Mediator between Writing Motivation and AI-Assisted Creative Writing in Literature Teacher Education

Exploring AI Literacy as a Mediator between Writing Motivation and AI-Assisted Creative Writing in Literature Teacher Education | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Exploring AI Literacy as a Mediator between Writing Motivation and AI-Assisted Creative Writing in Literature Teacher Education Emre Dağaşan This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9110143/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This study investigated the relationships among writing motivation, artificial intelligence literacy, and attitudes toward AI-assisted creative writing processes among pre-service literature teachers, with a particular focus on the mediating role of AI literacy. A total of 249 pre-service teachers participated in the study, which employed a correlational and mediational research design. Data were collected through the Writing Motivation Scale, an AI Literacy Scale adapted into Turkish, and a researcher-developed AI-Assisted Creative Writing Scale. Descriptive statistics revealed that participants demonstrated moderate-to-high levels across all three variables. Pearson correlation analyses indicated statistically significant positive relationships among the variables, with AI literacy exhibiting a notably stronger association with AI-assisted creative writing (r = .49) than writing motivation (r = .21). Mediation analysis conducted via bootstrapping (5,000 resamples) demonstrated that AI literacy fully mediated the relationship between writing motivation and AI-assisted creative writing (B = 0.132, 95% CI [0.052, 0.220]), with the direct effect becoming non-significant upon inclusion of the mediator. These findings suggest that writing motivation influences engagement with AI-assisted creative writing processes primarily through the pathway of AI literacy, underscoring the necessity of integrating AI literacy instruction into pre-service teacher education programs alongside writing pedagogy. Writing motivation artificial intelligence literacy AI-assisted creative writing pre-service teachers mediation analysis Full Text Additional Declarations No competing interests reported. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-9110143","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":606871420,"identity":"eb1e0461-ddd8-4a29-be79-68eef5cf9b34","order_by":0,"name":"Emre Dağaşan","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABCElEQVRIiWNgGAWjYDCCAwgm44MPFUCKHchqIFILs+GMMwwMPMwkaGGT5mwjQgvf8eMXP/6ouSOnO/vwYWPGeTaJ+5mZDz6cwWAnp4tDn+SZnGJpnmPPjM3OpSU+LtyWltjDzJZsuIEh2djsAHYtBgdyEqQZ2A4nbjvDY2w8c9thoBYeM8kHDAcSt+HScv5N8s8f/w7XbzvD/02adw4xWm6kH5PgbTucYHaGh02atwGqZQMeLZI33rBZ8/YdNtx2hs3YcMaxNOOew0C/zDDA7Re+8+mPb/74dlje7Azzwwcfamxk29ubDz7sqbCTw6UFGA8GWB2MSzkIsD/AJzsKRsEoGAWjgIEBAGASZQZ+PGGRAAAAAElFTkSuQmCC","orcid":"","institution":"Kafkas University","correspondingAuthor":true,"prefix":"","firstName":"Emre","middleName":"","lastName":"Dağaşan","suffix":""}],"badges":[],"createdAt":"2026-03-13 04:38:36","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9110143/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9110143/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":107007647,"identity":"3571c183-3169-4e70-b0ff-b8d164c49e80","added_by":"auto","created_at":"2026-04-15 16:41:26","extension":"pdf","order_by":1,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":789622,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9110143/v1_covered_1defa875-ba9c-4dbf-9360-f2c517aec91d.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Exploring AI Literacy as a Mediator between Writing Motivation and AI-Assisted Creative Writing in Literature Teacher Education","fulltext":[],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":false,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":true,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":true,"isPdf":true,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Writing motivation, artificial intelligence literacy, AI-assisted creative writing, pre-service teachers, mediation analysis","lastPublishedDoi":"10.21203/rs.3.rs-9110143/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9110143/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThis study investigated the relationships among writing motivation, artificial intelligence literacy, and attitudes toward AI-assisted creative writing processes among pre-service literature teachers, with a particular focus on the mediating role of AI literacy. 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