Open Access

ARTICLE

AI-assisted reflective writing and psychological well-being: the mediating role of emotion regulation

Zhiyong Sun^*

School of Foreign Language, Nanyang Normal University, Nanyang, China

* Corresponding Author: Zhiyong Sun. Email:

Journal of Psychology in Africa 2026, 36(3), 443-454. https://doi.org/10.32604/jpa.2026.079179

Received 16 January 2026; Accepted 18 May 2026; Issue published 30 June 2026

Abstract

Guided by a salutogenic framework, this study examined within-group changes in perceived stress, emotion regulation, digital emotional safety and psychological well-being following participation in a 10-week AI-assisted reflective writing program. A single-group quasi-experimental pre–post mixed-methods design was employed with 114 undergraduate students participating. Quantitative data were analysed using structural equation modelling and qualitative data were examined through thematic analysis of weekly reflective journals. Results showed that participants reported lower perceived stress and higher psychological well-being after the programme. Perceived stress was negatively associated with psychological well-being, while digital emotional safety showed a positive association. Emotion regulation, particularly cognitive reappraisal, statistically mediated the association between perceived stress and well-being and partially mediated the association between digital emotional safety and well-being. Qualitative findings revealed enhanced emotional awareness, perceived safety in the AI environment and growth in adaptive coping skills. Given the absence of a control group, the findings should be interpreted as preliminary evidence of psychological changes associated with AI-assisted reflective writing rather than definitive causal evidence. In summary, the study suggests that emotionally safe AI-supported reflective writing may serve as a promising, accessible approach to supporting student mental health promotion in higher education.

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Keywords

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