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References from The relationship between AI anxiety and academic motivation among university students: the mediating role of emotion regulation and the moderating role of gender. Local targets link to admitted publications; unresolved targets remain external evidence.
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Leveraging self-regulated learning to support university students’ feedback literacy in blended learning environments
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Comparative examination of master’s students’ and faculty members’ maintenance of academic integrity in the age of AI
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Artificial intelligence anxiety among nursing and midwifery students: the role of resistance to change—a cross-sectional study
10.1186/s12909-026-08754-2 · 2026 · External reference
Emotion regulation in achievement situations: an integrated model
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Unresolved reference
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Higher education students’ task motivation in the generative artificial intelligence context: the case of ChatGPT
10.3390/info15010033 · 2024 · External reference
Student motivation and associated outcomes: a meta-analysis from self-determination theory
10.1177/1745691620966789 · 2021 · External reference
University student perspectives on generative AI: reconfiguring competence, fairness, and authorship in academic work
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Emotion regulation and academic burnout among youth: a meta-analysis
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ChatGPT interventions in higher education: a systematic review of experimental studies
10.1111/jcal.70072 · 2025 · External reference
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ChatGPT for good? On opportunities and challenges of large language models for education
10.1016/j.lindif.2023.102274 · 2023 · External reference
Examining faculty and student perceptions of generative AI in university courses
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The impact of generative AI on academic integrity of authentic assessments within a higher education context
10.1111/bjet.13585 · 2025 · External reference
University students’ self-efficacy for motivational regulation, use of motivational regulation strategies, and satisfaction with academic studies: exploring between-person and within-person associations
10.1037/edu0000785 · 2023 · External reference
Emotion regulation and perceptions of academic stress as key predictors of academic motivation in second language learning
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PhD students’ motivation profiles: a self-determination theory perspective
10.1016/j.cedpsych.2024.102279 · 2024 · External reference
Can GenAI help undergraduate students become independent writers-an intervention study on its effects on writing motivation, feedback literacy, and self-regulated learning strategies
10.1080/01443410.2026.2654526 · 2026 · External reference
Leveraging self-regulated learning to develop L2 students’ feedback literacy in GenAI-mediated writing environments: an intervention study
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AI and academic integrity: exploring student perceptions and implications for higher education
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Development and implementation of a generative AI-based personalized recommender system to improve students’ self-regulated learning and academic performance
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Bridging AI and pedagogy: how AI-adaptive feedback shapes Chinese EFL students’ writing engagement, metacognitive writing strategies, and writing performance
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10.1037/a0033546 · 2014 · External reference
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Exploring how AI literacy and self-regulated learning relate to student writing performance and well-being in generative AI-supported higher education
10.3390/bs15050705 · 2025 · External reference
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Role of AI characteristics, AI literacy, and institutional policy in shaping generative AI use and learning outcomes among higher education students
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Can artificial intelligence anxiety serve as a facilitator: the relationship between pre-service teachers’ AI anxiety, their motivated learning and AI self-efficacy
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Achievement goal profiles and anxiety among university students: the indirect roles of emotion regulation strategies
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Generative AI chatbots in higher education: addiction, cognitive offloading, and the role of AI literacy
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The role of artificial intelligence tools on Chinese EFL learners’ self-regulation, resilience and autonomy
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Interplay of rationality and morality in using ChatGPT for academic misconduct
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The influence of generative artificial intelligence support on learning anxiety and academic expectation stress: the mediating role of self-efficacy
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