Exploring the role of self-regulated learnings skills, cognitive flexibility, and metacognitive awareness on generative artificial intelligence attitude

Abstract

The use of generative artificial intelligence (GenAI) tools for educational purposes is rapidly becoming widespread. Having a negative attitude may lead to the failure of the integration of these tools. Therefore, it is important to explore the factors that affect students' attitudes towards GenAI tools. In this context, our current study aims to explore the relationship between self-regulated learning skills (SRLS), cognitive flexibility, metacognitive awareness and students' GenAI attitude. In this direction, a correlational study was conducted on 761 university students with GenAI experience, and structural equation modelling (SEM) analysis was performed. Our findings as a result of the analysis show that SRLS and cognitive flexibility have a significant positive effect on GenAI attitudes. In addition, metacognitive awareness is understood to indirectly affect GenAI attitudes by affecting SRLS and cognitive flexibility. These results reveal the importance of SRLS, cognitive flexibility and metacognitive awareness in promoting positive attitudes towards GenAI tools.