RETRACTED: Intersections between cognitive‐emotion regulation, critical thinking and academic resilience with academic motivation and autonomy in EFL learners: Contributions of AI‐mediated learning environments.
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| Title: | RETRACTED: Intersections between cognitive‐emotion regulation, critical thinking and academic resilience with academic motivation and autonomy in EFL learners: Contributions of AI‐mediated learning environments. |
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| Authors: | Yang, Chao (AUTHOR), Wei, Ming (AUTHOR), Liu, Qi (AUTHOR) |
| Source: | British Educational Research Journal. Jun2026, Vol. 52 Issue 3, pe94-e131. 38p. |
| Subjects: | Academic motivation, Autonomy (Psychology), Limited English-proficient students, Emotion regulation, Intelligent tutoring systems, Psychology of students, Critical thinking |
| Abstract: | The rapid and pervasive integration of artificial intelligence (AI) technologies into education presents both unprecedented opportunities and significant challenges. While AI‐powered tools offer personalised learning experiences and access to vast knowledge repositories, their successful implementation hinges on a nuanced understanding of how learners' psychological and cognitive processes interact within these dynamic environments. This study delved into the intricate interplay between cognitive‐emotion regulation, critical thinking, academic resilience, academic motivation and autonomy in a cohort of English as a foreign language (EFL) learners engaged in AI‐mediated learning. For this, a sample of 302 EFL learners was recruited using a stratified random sampling method. The data were analysed using structural equation modelling and confirmatory factor analysis through SMART PLS software. Findings revealed that there was a significant correlation between cognitive‐emotion regulation and academic motivation and autonomy among EFL learners in AI‐mediated learning environments. Moreover, the results showed that a significant correlation between critical thinking and academic motivation and autonomy existed. Additionally, the outcomes indicated that the academic resilience was significantly correlated with the academic motivation and autonomy. These findings underscored that by cultivating learners' ability to effectively manage their emotions, engage in critical inquiry and exercise autonomy, educators can empower them to navigate the complexities of AI‐integrated learning environments, achieve academic success and develop the essential skills for lifelong learning in the digital age. [ABSTRACT FROM AUTHOR] |
| Copyright of British Educational Research Journal is the property of Wiley-Blackwell 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.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | The rapid and pervasive integration of artificial intelligence (AI) technologies into education presents both unprecedented opportunities and significant challenges. While AI‐powered tools offer personalised learning experiences and access to vast knowledge repositories, their successful implementation hinges on a nuanced understanding of how learners' psychological and cognitive processes interact within these dynamic environments. This study delved into the intricate interplay between cognitive‐emotion regulation, critical thinking, academic resilience, academic motivation and autonomy in a cohort of English as a foreign language (EFL) learners engaged in AI‐mediated learning. For this, a sample of 302 EFL learners was recruited using a stratified random sampling method. The data were analysed using structural equation modelling and confirmatory factor analysis through SMART PLS software. Findings revealed that there was a significant correlation between cognitive‐emotion regulation and academic motivation and autonomy among EFL learners in AI‐mediated learning environments. Moreover, the results showed that a significant correlation between critical thinking and academic motivation and autonomy existed. Additionally, the outcomes indicated that the academic resilience was significantly correlated with the academic motivation and autonomy. These findings underscored that by cultivating learners' ability to effectively manage their emotions, engage in critical inquiry and exercise autonomy, educators can empower them to navigate the complexities of AI‐integrated learning environments, achieve academic success and develop the essential skills for lifelong learning in the digital age. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01411926 |
| DOI: | 10.1002/berj.4140 |
