Drawing on the Interaction of Person–Affect–Cognition–Execution (I-PACE) model, this study addresses a current gap in the understanding of how affective experiences and cognitive tendencies jointly influence teachers' dependence on generative artificial intelligence. The moderating effects of organisational support and nationality are also examined. Data was collected from 561 higher education teachers in China and Malaysia through Wenjuanxing and Google Forms. The data were analysed using structural equation modelling to examine the proposed relationships. The findings reveal a dual affective (from positive experience to technology attachment) and cognitive (from trust to inert thinking) pathway to shape dependence. Meanwhile, self-efficacy was not significantly associated with trust, nor was technology attachment. Additionally, it was found that organisational support significantly strengthens the effects of attachment and inert thinking on dependence. This suggests that supportive environments may unintentionally reinforce dependence. By contrast, nationality did not moderate any of the model relationships. These findings extend the I-PACE model to examine educators' artificial intelligence dependence and provide new insights into the underlying mechanisms influencing dependency formation. Furthermore, this study innovatively extends the I-PACE framework by integrating organisational support as a contextual moderator. Additionally, the findings illuminate the ways in which external institutional environments amplify both affective and cognitive pathways to dependence. Finally, the results offer practical guidance for institutions seeking to promote responsible and balanced use of generative technologies among educators. • Extends the I-PACE model by integrating organisational support in generative AI research. • Reveals dual affective-cognitive pathways leading to generative AI dependence. • Shows that inert thinking and technology attachment jointly drive generative AI dependence. • Confirms organisational support amplifies the link between emotion, cognition and dependence. • Nationality (China and Malaysia) does not have a significant moderating effect.
Huiqing et al. (Fri,) studied this question.