Academic Journal
Generative AI Use and Critical Thinking Dispositions in Higher Education: A Cross-Sample Study of the Sequential Role of Metacognitive Weakness and Epistemic Laziness.
| Τίτλος: | Generative AI Use and Critical Thinking Dispositions in Higher Education: A Cross-Sample Study of the Sequential Role of Metacognitive Weakness and Epistemic Laziness. |
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| Συγγραφείς: | Kırcaburun, Kağan |
| Πηγή: | Journal of Intelligence; Jul2026, Vol. 14 Issue 7, p147, 19p |
| Θεματικοί όροι: | Generative artificial intelligence, Critical thinking, Study skills, Metacognition, Laziness, Higher education |
| Περίληψη: | As generative artificial intelligence (GAI) technologies become increasingly integrated into university students' academic routines, concerns have emerged regarding their associations with critical thinking dispositions during GAI use. The main objective of the present study was to examine whether metacognitive weakness and epistemic laziness individually and sequentially accounted for the association between GAI tool usage and critical thinking dispositions during GAI use across two distinct student samples. The Turkish-speaking sample consisted of 441 students, whereas the English-speaking sample included 218 students. Participants completed measures assessing GAI tool usage, critical thinking dispositions in GAI use, metacognitive weakness in GAI use, and epistemic laziness. Measurement invariance analyses indicated configural and metric invariance across groups. Path analyses revealed that GAI tool usage had significant indirect associations with lower critical thinking dispositions during GAI use via metacognitive weakness, epistemic laziness, and a sequential indirect pathway involving both constructs. The sequential indirect associations were significant in both the Turkish-speaking sample and the English-speaking sample. Overall, the findings suggest that greater GAI tool usage among university students is associated with lower critical thinking dispositions, with this association statistically carried through metacognitive weakness and epistemic laziness. The consistency of this pattern across two distinct student samples provides preliminary support for a process-oriented interpretation of how GAI use may relate to critical thinking dispositions. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Intelligence is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
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| Items | – Name: Title Label: Title Group: Ti Data: Generative AI Use and Critical Thinking Dispositions in Higher Education: A Cross-Sample Study of the Sequential Role of Metacognitive Weakness and Epistemic Laziness. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Kırcaburun%2C+Kağan%22">Kırcaburun, Kağan</searchLink> – Name: TitleSource Label: Source Group: Src Data: Journal of Intelligence; Jul2026, Vol. 14 Issue 7, p147, 19p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Generative+artificial+intelligence%22">Generative artificial intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Study+skills%22">Study skills</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Laziness%22">Laziness</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: As generative artificial intelligence (GAI) technologies become increasingly integrated into university students' academic routines, concerns have emerged regarding their associations with critical thinking dispositions during GAI use. The main objective of the present study was to examine whether metacognitive weakness and epistemic laziness individually and sequentially accounted for the association between GAI tool usage and critical thinking dispositions during GAI use across two distinct student samples. The Turkish-speaking sample consisted of 441 students, whereas the English-speaking sample included 218 students. Participants completed measures assessing GAI tool usage, critical thinking dispositions in GAI use, metacognitive weakness in GAI use, and epistemic laziness. Measurement invariance analyses indicated configural and metric invariance across groups. Path analyses revealed that GAI tool usage had significant indirect associations with lower critical thinking dispositions during GAI use via metacognitive weakness, epistemic laziness, and a sequential indirect pathway involving both constructs. The sequential indirect associations were significant in both the Turkish-speaking sample and the English-speaking sample. Overall, the findings suggest that greater GAI tool usage among university students is associated with lower critical thinking dispositions, with this association statistically carried through metacognitive weakness and epistemic laziness. The consistency of this pattern across two distinct student samples provides preliminary support for a process-oriented interpretation of how GAI use may relate to critical thinking dispositions. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Journal of Intelligence is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/jintelligence14070147 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 147 Subjects: – SubjectFull: Generative artificial intelligence Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Study skills Type: general – SubjectFull: Metacognition Type: general – SubjectFull: Laziness Type: general – SubjectFull: Higher education Type: general Titles: – TitleFull: Generative AI Use and Critical Thinking Dispositions in Higher Education: A Cross-Sample Study of the Sequential Role of Metacognitive Weakness and Epistemic Laziness. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Kırcaburun, Kağan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 20793200 Numbering: – Type: volume Value: 14 – Type: issue Value: 7 Titles: – TitleFull: Journal of Intelligence Type: main |
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