نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار مدیریت آموزش عالی، عضو هیات علمی دانشگاه علامه طباطبائی
2 استادیار گروه روانشناسی و علوم تربیتی، دانشگاه آزاد اسلامی، واحد انار، ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The present study aimed to validate the scale of artificial intelligence (AI) application regulatory strategies among Iranian university students. This research was a methodological and instrument validation study. The statistical population comprised all students of Islamic Azad University, Anar Branch, during the academic year 2025–2026, from which 250 students were selected through convenience (volunteer) sampling. Participants responded to 17 items drawn from the 36-item scale originally developed by Liu et al. (2025) to measure self-regulation in AI application. To examine construct validity, confirmatory factor analysis (CFA), convergent validity, and discriminant validity were employed. Reliability was assessed using Cronbach's alpha and composite reliability (CR). The results of CFA indicated that among the one-factor, four-factor, and second-order models, the four-factor model—comprising output-focused metacognitive regulation, tool-focused metacognitive regulation, behavioral regulation, and ethical regulation—was confirmed. The average variance extracted (AVE) values for all factors exceeded 0.50, and the heterotrait-monotrait (HTMT) ratios for all factor pairs were below 0.85, indicating satisfactory convergent and discriminant validity. Furthermore, reliability coefficients for all factors were above 0.70, demonstrating adequate internal consistency of the instrument. The findings revealed that the four-factor structure of the scale possesses acceptable validity and reliability among Iranian students. Given that neither the one-factor nor the second-order model was confirmed, it appears that these strategies exhibit relatively independent characteristics and are not necessarily governed by a single overarching construct, which underscores the complexity of regulating user behavior when interacting with AI. This scale can serve as a valid tool for future research aimed at assessing students' regulatory strategies, as well as for designing educational interventions concerning the effective and ethical use of AI within Iran's higher education system.
کلیدواژهها [English]
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