Examining the Relationship between Undergraduate Students' Acceptance, Anxiety and Online Self-Regulation of Generative Artificial Intelligence

Abstract

The transformative impact of generative artificial intelligence (GenAI) on educational environments has led higher education institutions to make radical changes in their curricula and teaching approaches. By integrating GenAI technologies into the educational process, students will be able to have rich learning experiences. However, students' perceptions of GenAI technologies significantly affect their acceptance and anxiety towards GenAI. Students' effective use of self-regulation skills will help them manage their acceptance and anxiety towards GenAI. This study aims to examine the relationship between students' GenAI acceptance, anxiety, and self-regulation. The study used a mixed research method. Data were collected from 66 students attending an undergraduate course. Quantitative findings were presented by analyzing data from 40 students and qualitative findings were presented by analyzing data from 51 students. Data were collected using the GenAI Acceptance Scale, AI Anxiety Scale, Online Self-Regulation Scale, and interview form. Pearson correlation analysis was performed for quantitative data, and content analysis was performed for qualitative data. The research findings show that the relationship between students' GenAI acceptance and self-regulation is significant and positive. The relationship between GenAI anxiety and GenAI acceptance and self-regulation is significant and negative. According to the qualitative data results, students stated that GenAI provides real-time support and facilitates of self-learning. Additionally, students stated that GenAI hindered their creativity and reduced their effectiveness in the learning process. Students stated that higher education institutions should improve their policies and curricula by taking into account the possible benefits, risks, and challenges.