数字素养和生成式人工智能的使用情况直接关系到教育质量和效果。现有研究大多将这两个主题单独进行研究，较少有基于调查数据的数字素养对生成式人工智能使用的影响的模型研究。本文基于37所高校1935份学生调查数据，利用logistic回归模型分析了学生数字素养状况对生成式人工智能使用上的现状、态度、差异和影响因素。研究发现：（1）参与调查的学生对其自身数字素养的整体评价处于中等偏下的水平，且各维度发展呈现出不平衡的态势。不同院校类型、学科大类、年龄的学生在数字素养水平上具有统计学意义上的显著差异。（2）高校学生在生成式人工智能的利用方面整体表现不佳，且存在一定的差异。（3）高校学生对生成式人工智能的态度较为理性和成熟。（4）数字素养能力对高校学生使用生成式人工智能的行为产生显著的正向影响。研究结果为推动高校大学生合理利用生成式人工智能助学、助研等提供了一定的参考。

The integration of digital literacy and the utilization of generative artificial intelligence (AI) is inherently linked to the quality and efficacy of education. Existing research predominantly addresses these two themes in isolation, often employing qualitative analysis and practical surveys, with a scarcity of model-based studies grounded in survey data. This paper draws upon survey data from 1,935 students across 37 universities, utilizing logistic regression models to examine the status of digital literacy among higher education students, as well as their current usage, attitudes, disparities, and influencing factors regarding generative AI. The findings reveal that: (1) Students surveyed demonstrate a generally moderate to low self-assessment of their digital literacy, with significant imbalances in the development of various dimensions. Substantial statistical differences in digital literacy levels are observed among students from different types of institutions, academic disciplines, and age groups. (2) Students exhibit a collectively sub-optimal performance in the utilization of generative AI, coupled with varying levels of application proficiency. (3) University students' attitudes towards generative artificial intelligence are relatively rational and mature. (4) Digital literacy capabilities exert a pronounced positive influence on students' engagement with generative AI. The research findings provide insights for promoting the rational use of generative AI among university students to enhance academic support and research assistance.