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Enhancing Critical Thinking and Self-Efficacy with GenAI: A Social Cognitive Perspective Using Structural Equation Modelling

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Title: Enhancing Critical Thinking and Self-Efficacy with GenAI: A Social Cognitive Perspective Using Structural Equation Modelling
Language: English
Authors: Da Teng, Xue Zhou, Hosam Al-Samarraie, Lei Fang (ORCID 0009-0008-7513-1271)
Source: Journal of Computer Assisted Learning. 2026 42(1).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Critical Thinking, Self Efficacy, Artificial Intelligence, Social Cognition, Structural Equation Models, Cognitive Processes, College Students, Learner Engagement, Man Machine Systems
DOI: 10.1002/jcal.70176
ISSN: 0266-4909
1365-2729
Abstract: Background: The integration of Generative Artificial Intelligence (GenAI) into higher education is growing rapidly, yet its impact on learning processes remains underexplored. Existing research and theories, such as social cognitive theory (SCT), largely focus on human-to-human learning interactions, leaving a gap in understanding how cognitive and motivational mechanisms operate in human-AI contexts. Objectives: This study investigates how GenAI features influence students' critical thinking and self-efficacy, with a specific focus on the mediating role of cognitive engagement. Methods: Drawing on SCT, we conceptualised GenAI features--playfulness, perceived learning value and output quality--as environmental stimuli influencing student outcomes via cognitive engagement. Survey data were collected from 223 undergraduate and postgraduate students. Structural equation modelling was used to test both direct effects and the mediating role of cognitive engagement. Results and Conclusions: The results indicate that GenAI playfulness and perceived learning value significantly enhance students' cognitive engagement, which then positively affects their critical thinking and self-efficacy. Cognitive engagement functioned as a key mediator in these relationships. However, output quality did not exhibit a significant effect, suggesting that engagement, rather than content quality alone, is crucial for fostering meaningful cognitive development. This study extends SCT by adapting it to human-AI learning contexts and provides actionable insights for designing GenAI tools that enhance learner engagement and development.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495882
Database: ERIC
FullText Text:
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  Data: Enhancing Critical Thinking and Self-Efficacy with GenAI: A Social Cognitive Perspective Using Structural Equation Modelling
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  Data: <searchLink fieldCode="AR" term="%22Da+Teng%22">Da Teng</searchLink><br /><searchLink fieldCode="AR" term="%22Xue+Zhou%22">Xue Zhou</searchLink><br /><searchLink fieldCode="AR" term="%22Hosam+Al-Samarraie%22">Hosam Al-Samarraie</searchLink><br /><searchLink fieldCode="AR" term="%22Lei+Fang%22">Lei Fang</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-7513-1271">0009-0008-7513-1271</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Structural+Equation+Models%22">Structural Equation Models</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Man+Machine+Systems%22">Man Machine Systems</searchLink>
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  Data: 10.1002/jcal.70176
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  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: The integration of Generative Artificial Intelligence (GenAI) into higher education is growing rapidly, yet its impact on learning processes remains underexplored. Existing research and theories, such as social cognitive theory (SCT), largely focus on human-to-human learning interactions, leaving a gap in understanding how cognitive and motivational mechanisms operate in human-AI contexts. Objectives: This study investigates how GenAI features influence students' critical thinking and self-efficacy, with a specific focus on the mediating role of cognitive engagement. Methods: Drawing on SCT, we conceptualised GenAI features--playfulness, perceived learning value and output quality--as environmental stimuli influencing student outcomes via cognitive engagement. Survey data were collected from 223 undergraduate and postgraduate students. Structural equation modelling was used to test both direct effects and the mediating role of cognitive engagement. Results and Conclusions: The results indicate that GenAI playfulness and perceived learning value significantly enhance students' cognitive engagement, which then positively affects their critical thinking and self-efficacy. Cognitive engagement functioned as a key mediator in these relationships. However, output quality did not exhibit a significant effect, suggesting that engagement, rather than content quality alone, is crucial for fostering meaningful cognitive development. This study extends SCT by adapting it to human-AI learning contexts and provides actionable insights for designing GenAI tools that enhance learner engagement and development.
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        Value: 10.1002/jcal.70176
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      – Text: English
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        PageCount: 14
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      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Self Efficacy
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      – SubjectFull: Artificial Intelligence
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      – SubjectFull: Social Cognition
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      – SubjectFull: Structural Equation Models
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      – SubjectFull: Cognitive Processes
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      – SubjectFull: College Students
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Man Machine Systems
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    Titles:
      – TitleFull: Enhancing Critical Thinking and Self-Efficacy with GenAI: A Social Cognitive Perspective Using Structural Equation Modelling
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            NameFull: Xue Zhou
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