The Double-Edged Sword of AI How Dependence Moderates the Link Between Self-Regulated Learning and CriticalThinking of Students
DOI:
https://doi.org/10.5281/zenodo.23273112Keywords:
artificial intelligence, AI dependence, critical thinking, self-regulated learning, higher education, student learning, moderation analysisAbstract
This study examined the association between self-regulated learning (SRL) and critical-thinking performance, with AI dependence as a moderator. Data were collected via survey questionnaires using a quantitative research with descriptive-correlational design from 164 college students. Data were analyzed using Pearson correlation and moderation analysis. SRL was divided into forethought and planning, performance and self-monitoring, and self-reflection and evaluation. SRL manifested an overall high level (MS = 4.14). Critical thinking manifested a high level with a mean score of 16.20 out of 20. AI dependence obtained an overall MS of 2.68. SRL has a significant and moderate correlation with critical-thinking performance r(162) = .56, p < .001. Results of moderation analysis revealed a statistically significant interaction effect between SRL and AI dependence. The study showed that AI can serve as a helpful tool for the learning and development of the critical-thinking abilities of students, given their intentional use. However, a high level of dependence may influence the strength of the relationship of SRL towards critical thinking. Findings highlight the need for responsible integration of AI in learning, learner autonomy, and strategies for nurturing independent thinking.
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