Artificial Intelligence Usage and Determinants of Student Academic Achievement

The success of learning can basically be seen from the high and low learning outcomes. This research aims to determine the influence of academic flow, digital literacy and self-regulated learning on the academic achievement of Siliwangi Tasikmalaya University students. This research uses an explanatory survey method with a quantitative approach, the population in this research are Siliwangi Tasikmalaya University students class 2018-2021. Sampling in this study used a purposive random sampling technique with a total of 387 students as respondents. The data collection technique uses a questionnaire and the data analysis technique used is multiple linear regression analysis. The research results show that academic flow has a significant effect on student academic achievement, digital literacy has a significant effect on student academic achievement, self-regulated learning has no effect on student academic achievement, academic flow, digital literacy and self-regulated learning simultaneously influence student academic achievement. The coefficient of determination shows that academic flow, digital literacy and self-regulated learning together influence student academic achievement by 8.2 percent and the remaining 91.8 percent is influenced by other factors that are not included careful in this research.

Inadequate sleep impairs cognitive function and has been associated with worse academic achievement in higher education students; however, studies that control for relevant background factors and include knowledge on sleep hygiene are scarce. This study examined the association of chronic sleep reduction (i.e. symptoms of chronic sleep reduction such as shortness of sleep, sleepiness and irritation), subjective sleep quality and sleep hygiene knowledge with academic achievement (grades and study credits) and study concentration among 1378 higher education students (71% female, mean age 21.73years, SD=3.22) in the Netherlands. Demographic, health, lifestyle and study behaviour characteristics were included as covariates in hierarchical regression analyses. After controlling for significant covariates, only chronic sleep reduction remained a significant predictor of lower grades (last exam, average in current academic year). Better sleep quality and sleep hygiene knowledge were associated with better academic achievement, but significance was lost after controlling for covariates, except for a remaining positive association between sleep hygiene beliefs and grades in the current academic year. Moreover, better sleep quality and lower scores on chronic sleep reduction were associated with better study concentration after controlling for significant covariates. To conclude, chronic sleep reduction is associated with academic achievement and study concentration in higher education students. Inadequate sleep hygiene knowledge is moderately associated with worse academic achievement. Future research should investigate whether sleep hygiene interventions improve academic achievement in students of higher education.

This study aims to analyze the influence of digital literacy and learning styles on the academic achievement of Gen Z students in Asahan Regency. Rapid developments in digital technology require students to have good digital literacy skills and appropriate learning styles in order to achieve optimal academic performance. This study uses a quantitative approach with a survey method. The research population consisted of all Gen Z students in Asahan Regency, with a simple random sampling technique used. Data were collected through questionnaires that had been tested for validity and reliability. Data analysis was performed using multiple linear regression analysis with the help of statistical programs. The results showed that digital literacy had a positive but insignificant effect on student academic achievement. In addition, learning style also has a positive and significant effect on student academic achievement. Simultaneously, digital literacy and learning style have a significant effect on the academic achievement of Gen Z students in Asahan Regency. This study is expected to be taken into consideration by educational institutions in improving student academic achievement through strengthening digital literacy and developing effective learning styles. Keywords: Digital Literacy, Learning Style, Academic Achievement, Gen Z Students

Education is one of the important transformation and effective input for nation building. One of the main purpose of the Education is to develop the students through providing proper conditions for them so to reach the highest levels of Academic Achievement .The purpose of the study is to investigate the effect of Self-concept and Problem Solving Ability on Academic Achievement of Higher Secondary School Students. The objective of the study was to study the effect of Self- Concept, Problem Solving Ability and their interaction on Academic Achievement of students. Hypothesis was ”There is no significant effect of Self-Concept, Problem Solving Ability and their interaction on Academic Achievement of students”. The students of class XI and XII standard studying in higher secondary schools of Indore District constitute the population of the study. The sample consists of 104 students of Class XI and standard from 2 different C.B.S.E. higher secondary schools of Indore District. The Self-Concept Rating Scale developed by R. Saraswat and The Problem Solving Ability Test (PSAT) developed by L. N. Dubey were used as a tool for data collection for the study. The marks obtained in the previous examination were considered as academic achievement of the selected students. Data was analyzed with the help of TWO WAY ANOVA. The finding of the study reveals that the Academic Achievement of Higher Secondary School Students was not effected with the interaction of Self-Concept and Problem Solving Ability of male and female students. The researcher found that students with high Problem Solving Ability were found to be superior to students with low Problem Solving Ability. The Academic Achievement of students with high and low Self-Concept to be on the same extent. The Academic Achievement of Higher Secondary School Students was not effected with the interaction of Self-Concept.

Penelitian ini bertujuan untuk mengetahui hubungan antara Self Regulated Learning (SRL) dengan prestasi akademik siswa akselerasi. Penelitian ini menggunakan pendekatan kuatitatif korelasional dengan subjek sebanyak 52 siswa akselerasi kelas X yang tergabung dari tiga sekolah yakni SMAN 4, SMAN 5, dan SMAN 8 Kota X. Peneliti menggunakan skala likert yaitu Responden akan diminta untuk menyatakan kesetujuan atau ketidaksetujuan terhadap lima pernyataan dalam lima macam kategori. Untuk mengetahui prestasi akademik, peneliti menggunakan raport semester ganjil.Hasil pengujian korelasi menggunakan Korelasi Spearman dapat diketahui bahwa antara Self Regulated Learning (SRL) berkorelasi dengan Prestasi Akademik, karena nilai signifikansi dari Korelasi Spearman untuk SMAN 04 (sebesar 0,000), SMAN 05 (0,018) dan SMAN 08 (0,011) lebih kecil dari pada α (0,05). Korelasi yang didapatkan sebesar 0,823, 0,567, dan 0,615 yang keseluruhannya berkorelasi positif, artinya semakin tinggi skor Self Regulated Learning (SRL) maka Prestasi Akademik yang tinggi dan sebaliknya siswa dengan Self Regulated Learning (SRL) rendah memiliki Prestasi Akademik rendah. Kata kunci : Self regulated learning (SRL), Prestasi akademik, Akselerasi The aim of the research was to know the the correlation between Self Regulated Learning (SRL) with academic achievement for the accelerated students. The research used the correlational qualitative approach with 52 accelerated students on the tenth grade as the subjects. These students were merging from three schools which consist of SMAN 4, SMAN 5 and SMAN 8 in X city. For measuring the Self Regulated Learning (SRL), the researcher used Likert scale. In this way, the respondents are asked to make the agreement and disagreement for five statements in five categories. To know the academic achievement of students, the researcher used school report in odd semesters.The result of correlation test using Spearman correlation was known that Self Regulated Learning (SRL) was correlated with the academic achievement. The significance value from Spearman correlation of SMAN 04 was 0,000, SMAN 05 was 0,018 and SMAN 08 was 0,011 smaller than α (0,05). the whole of correlation was positive with value 0,823,0,567 and 0,615. It means, the higher score of Self Regulated Learning (SRL) the higher of the academic achievement. Just the opposite, the lower score of Self Regulated Learning (SRL) the lower of the academic achievement. Keywords: Self Regulated Learning(SRL), Academic achievement, Acceleration

Research aims: This study aims to examine the influence of Artificial Intelligence (AI) usage and digital literacy on the design thinking skills of accounting students, as well as examine the role of digital literacy as a mediating variable in the relationship between AI usage and design thinking skills.Design/Methodology/Approach: A quantitative approach was used through a survey of 323 accounting students from various universities in Indonesia. Data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) to test the direct and indirect influences between variables.Research findings show that AI usage and digital literacy directly and positively influence design thinking skills. Furthermore, digital literacy mediates the positive influence of AI usage on design thinking skills. Variations in relationships were also found based on the type of institution and the student's semester level.Theoretical contribution/Originality: This study expands the application of Social Cognitive Theory (SCT) by placing digital literacy as a personal factor that mediates the influence of technology on complex thinking skills. These findings also emphasize the importance of considering institutional context and learning experiences in using accounting education technology.Practitioner/Policy implication: The study's results confirm the importance of a learning strategy focusing on AI integration and strengthening digital literacy to support the development of 21st-century skills.Research limitation/Implication: Variations in institutional readiness and access to technology become external factors that cannot be controlled. Future research needs to include learning experiences and institutional environment as contextual variables.

<p style="text-align:justify">A Descriptive-correlational study was sought to investigate the influence of metacognition on the academic achievement and learning style of undergraduate students. Using the survey method, data was collected from a sample of 150 undergraduate students selected through a stratified random sampling technique which includes 50 students each from the three schools namely School of Humanities and Social sciences (HSS), School of Engineering (SOE), and School of Sciences (SOS) of Tezpur University. The tools used are five-point Likert-type Metacognitive skills scale and five-point Likert-type Learning Style Inventory. Academic Achievement of the students was measured based on the semester grade point average SGPA obtained in the semester examination. The data were analyzed using percentage, simple regression, multiple regression and one-way ANOVA. The result showed that only 34-36% of the undergraduate students have above-average metacognitive skills. The undergraduate students have equal preferences in all the five learning styles rather than focusing on one learning style. There is a significant difference between metacognition levels and academic achievement of the undergraduate students of SOS, HSS and SOE. The metacognitive skill explicates only 43% variability of academic achievement of the undergraduate students which implies that the undergraduate student’s metacognitive skills influence and determines their academic achievement to some extent. However, the undergraduate student’s learning style doesn’t account for variation in metacognitive skills. Thus, it is suggested that metacognitive skills should be integrated into curricular components and learning strategy which will help the students to monitor and regulate their own learning to meet the challenges of academic society.</p>

The aim of this study was to provide a model for predicting academic achievement based on self-regulated learning and family cultural capital with the mediating role of attitude toward learning in high school students in Tehran. This descriptive-correlational study was conducted on high school students in Tehran during the 2023-2024 academic year. A sample of 300 students was selected through multi-stage cluster sampling. Data collection tools included Bourdieu’s Cultural Capital Questionnaire (1973), Bouffard et al.’s Self-Regulation Questionnaire (2015), Lewis’s Attitude toward Learning Questionnaire (2001), and an academic achievement questionnaire adapted from Pham and Taylor (1990). Data were analyzed using path analysis with Smart PLS 3 software. Results indicated that self-regulated learning (β=0.352, p<0.001), family cultural capital (β=0.209, p<0.05), and attitude toward learning (β=0.293, p<0.001) had significant direct effects on academic achievement. Family cultural capital and self-regulated learning also had significant indirect effects on academic achievement through attitude toward learning. The proposed model demonstrated strong predictive power with an adjusted R² of 0.610 for academic achievement. The findings suggest that self-regulated learning and family cultural capital, through attitude toward learning, significantly predict academic achievement in students. This model can serve as a foundation for designing educational and counseling intervention programs in schools.

This study aims to conduct a meta-analysis of previous research studies to identify the effect of hybrid learning on student academic success and achievement. Data was collected using secondary sources from previous research studies. Fifty research findings were analyzed from 55 quantitative studies published between 2015 and 2021. The sample of relevant research studies was selected from a database of peer-reviewed and scholarly articles and examined using Meta-analysis. Variables such as discipline, education level, and publication type were used as the mediating variables. The results obtained in the random effect model show an indicative effect of hybrid learning on student academic success and achievement. The study found that hybrid learning significantly impacted student academic success and achievement, with sciences indicating the most significant effect size on student achievement. The analysis of the current research is based on previous studies and was limited to fifty articles published between 2015 and 2021. The research findings will inform the MoE within the UAE on the role of hybrid learning on student academic achievement and the future direction of hybrid learning.

21st-century learning requires students to have many skills that support their academic achievement in school. One of the predictors of student learning achievement in school is self-regulated learning. Self-regulated learning assists students not only in establishing an efficient learning approach, but also in identifying a lack of knowledge and determining the help required to aid their learning process. Low student motivation, the adoption of inefficient tactics, and low self-regulation can all have an impact on student academic achievement. The purpose of this study is to define the role of school counselors in removing impediments to students' success, improving students' learning environments, and supporting students' academic progress as implications for school counselors. The method used in this study is a systematic literature review. Data were obtained from various research or non-research scientific articles and books relevant to the research title. The study results stated that school counselor services support students' academic achievement, namely self-regulated learning. The focus of services for self-regulated learning students is related to increasing metacognitive, motivational, and behavioral. This study explained several approaches to help students have self-regulated learning that supports academic achievement.

This research aims to analyze cyberslacking behavior among students in Indonesia and see if there is an influence between self-regulated learning and student academic achievement on cyberslacking behavior. The method used is a quantitative approach. Data collection using an accidental sampling technique was conducted online through Google Forms with 367 respondents. The individuals involved in this research were university students. The measuring instruments used were the adapted cyberslacking scale, the self-regulated learning scale, and the cumulative grade point average. The data was then analyzed using Jamovi 2.3.28 software with a multiple linear regression analysis model. The results showed that self-regulated learning affects cyberslacking while academic achievement does not. However, it later showed that self-regulated learning and academic achievement simultaneously affect cyber-slacking by 23 percent, with an F value of 55.8 (p less than .001). Students doing academic activities can exercise control over self-regulated learning and academic achievement to avoid cyberslacking behavior. Therefore, efforts to improve self-regulated learning and academic achievement are goals in reducing cyberslacking behavior.

This study focuses on two factors that might correlate with the academic achievement of Sar-janawiyata Tamansiswa (UST) students. These two factors are the internalization of the teachings of the five Dharma Tamansiswa and the ability of self-regulated learning. Academic achievement is a benchmark of student success in each semester or at the end of the lecture period (graduation). Academic achievement is a result that can be fought for by all students in accordance with the tar-gets to be achieved respectively. The purpose of this study is to reveal whether the internalization of the teachings of the five Taman dharma Tamanasiswa and self-regulated leaning abilities corre-late with student academic achievement. The research process starts from curiosity and concern for UST students' academic achievement. Academic achievement is the result of evaluating whether the student is successful or not in each semester. This research is a Quantitative Regression Corre-lation research using a survey method for distributing attitudes and or behavioral scales. The scale is a psychological measurement tool to assess individuals in attitude and action. The scale is a de-scription of students on the variable internalization of the teaching of the five dharma and the abil-ity of self-regulated learning. While academic achievement can be seen from the results of student GPA. Keywords: Internalization of the teaching of the five dharma tamansiswa, self-regulated learning and Student Academic Achievement.

BackgroundArtificial intelligence can be an important tool in developing creative thinking while supporting individualized learning and problem-solving skills in educational processes. However, the effect of artificial intelligence on creative thinking may differ depending on factors such as students’ digital literacy level and the academic support they receive. In this context, how artificial intelligence can encourage creative thinking in educational processes and how this process is shaped by digital literacy and academic support stands out as an issue to be investigated.PurposeThis study artificial intelligence to determine the effect of artificial intelligence use on creative thinking skills in nursing students, the mediating role of digital literacy in this effect, and the situational mediating effect of academic support.MethodThis cross-sectional and descriptive correlational study was conducted with 426 nursing students from three universities in different regions of Turkey during the fall semester of 2024–2025. Simple random sampling method was used. Data were collected through demographic information form and four valid and reliable scales.ResultResearch findings show that using artificial intelligence substantially and significantly affects Creative Thinking (β = 0.70, p < 0.001). Digital literacy plays mediating role in this relationship, indirectly strengthening the effect of artificial intelligence use on creative thinking (β = 0.422, LLCI = 0.357, ULCI = 0.490). As a moderating factor of this relationship, the academic support creates a more limited effect at low levels of academic support (Effect = 0.224). At the same time, it maximizes this effect at high levels of support (Effect = 0.298).ConclusionThe effect of artificial intelligence use on Creative Thinking is significantly strengthened by the mediating role of digital literacy and the moderating role of academic support. These findings suggest that developing digital skills and strengthening academic support mechanisms are critical to integrating artificial intelligence technologies into educational processes.

This study aims to determine the relationship between self-regulated learning and academic achievement of students of the Madrasah Ibtidaiyah Teacher Education Study Program, Faculty of Islamic Religion, University of Muhammadiyah Sidoarjo. The type of research used in this study is a quantitative method with a correlational approach. The variables in this study are self-regulated learning as the independent variable and academic achievement as the dependent variable. The population in this study were 108 students. The author uses the method of issac and michael with a level of 5% so that the total population that is used as a sample according to the issac and michael table is 84 students. The sampling technique used is stratified random sampling. Data collection uses a Likert model scale, namely the self-regulated learning scale. And use the cumulative grade point average or GPA to see student academic achievement. Analysis of the research data using correlation techniques using SPSS 25 for windows. The analysis in this study obtained a correlation coefficient of rxy = 0.376 which has a significance value of 0.000, which means that there is a positive relationship between self-regulated learning and academic achievement. It can be concluded that the higher the self-regulated learning, the higher the academic achievement of the students of the Madrasah Ibtidaiyah Teacher Education Study Program, the Faculty of Islamic Religion, University of Muhammadiyah Sidoarjo, with an effect magnitude of 42.7%. Keywords: Self regulated learning, Academic Achievement, Students, PGMI

This study determined the difference in the level of academic potential/achievement across five populations of freshmen during an academic school year at Iowa State University. It examined students whose parents' highest education was: (1) high school diploma, (2) one or two years of college, (3) two-year associate or technical degree, (4) four-year degree, and (5) graduate or professional degree. Other factors that might impinge on student academic achievement are: poverty, socioeconomic status, and family structure/or marital status. The study investigated whether students whose parents attained higher levels of education beyond the high school diploma were more successful academically than students whose parents did not.;Eleven factors were used to analyze the relationship between parent educational level, and student academic achievement and performance. The findings of the study indicated that parent educational level, family structure/marital status, and income range have a positive influence on their student's academic potential and achievement. Students whose parents had higher educational levels performed higher on standardized tests than parents with lower educational levels. The results from this research showed that socioeconomic factors weigh heavily on the potential and academic achievement of first-time freshmen at Iowa State University.