Social cognitive agency in AI adoption
Critical thinking as the cognitive amplifier for self-regulation in building AI self-efficacy
Bibliographic Data
| ID | 21631831 |
|---|---|
| Authors | Bora Başaran (0000-0003-0251-5895, Anadolu University, corresponding author) |
| Year | 2026 |
| Pages | 1-19 |
| Publication date | 2026-04-10 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2026.2651861 |
| OpenAlex | W7153180736 |
| Language | EN |
| References cited | 44 |
Cognition · Cognitive reframing · Cognitive style · Critical thinking · Social cognition · Social cognitive theory · AI in Service Interactions · Embodied and Extended Cognition · Social Robot Interaction and HRI
Artificial intelligence self-efficacy
Cutoff criteria for fit indexes in covariance structure analysis
Attaining Self-Regulation
The Mediating Role of Generative AI Self-Regulation on Students’ Critical Thinking and Problem-Solving
Technology Acceptance Model in Artificial Intelligence in Education
Promoting Patient Portals
Modeling AI-assisted writing
Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM
Understanding the impact of self-regulation on perceived learning outcomes based on social cognitive theory
The influence of the community climate on users’ knowledge-sharing intention
The role of critical thinking on undergraduates' reliance behaviours on generative AI in problem‐solving
Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens
Sample Size Requirements for Structural Equation Models
Effect of critical thinking disposition on employee innovative behavior
How teachers perceive factors that influence creativity development
The effects of generative AI on initial language teacher education
Social Cognitive Theory
Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis
| Highly cited | No |
|---|