This study, grounded in the stimulus-organism-response (SOR) theory, aims to explore how stimulus factors (school support) influence cognitive organisms (psychological resilience, self-efficacy, attitude toward AI, and acceptance of AI), which in turn enhance behavioral responses (AI literacy), while also examining the detrimental effects of AI anxiety. A cross-sectional design was employed, utilizing sample data from 1,518 teachers. The results of PLS-SEM indicate that school support exerts a significant positive impact on psychological resilience, self-efficacy, attitude toward AI, and accep...
