Attitudes Toward Artificial Intelligence Applications and Their Relationship to Self-Regulation and Academic Engagement among General and Al-Azhar Secondary School Students

Authors

1 Lecturer, Mental Health Department, Faculty of Education, Al Azhar University, Cairo

2 Faculty of Education, Department of Mental Health, Al-Azhar University in Cairo

10.21608/jsrep.2024.447711

Abstract

The present study aimed to explore the attitudes of secondary school students (General and Al-Azhar tracks) toward artificial intelligence (AI) applications and their relation with self-regulation and academic engagement. Additionally, the study sought to examine the predictive power of AI attitudes in forecasting levels of self-regulation and academic engagement. The research also investigated differences in attitudes toward AI, self-regulation, and academic engagement according to type of education (General vs. Al-Azhar), gender (male vs. female), and academic specialization (scientific vs. literary).
The main sample consisted of 785 secondary school students, with a mean age of 17.53 years (SD = 1.824). The researchers utilized a self-developed scale, self-regulation skills, and Academic Engagement Scale.
Statistical analyses revealed a significant and positive correlation between students’ attitudes toward AI applications and both self-regulation and academic engagement. Significant differences were also found: students from the Al-Azhar track scored higher on the AI attitude and self-regulation scales, as did male students and students in the scientific track. In contrast, students from the General Education track, female students, and students in the literary track scored higher in academic engagement. The findings further indicated that self-regulation and academic engagement could be predicted based on students’ attitudes toward AI.The results were discussed in light of previous research and the study’s theoretical framework.

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