Abstract

This quantitative cross-sectional study examined the relationship between five forms of motivation for learning with artificial intelligence (AI), measured by the AI Motivation Scale (AIMS), and three selected dimensions of self-regulation from the Self-Regulation for AI-Based Learning Scale (SRAILS) among 495 university students. Descriptively, intrinsic motivation and identified regulation showed larger positive correlations with metacognitive self-regulation, resource management, and technological adaptation and flexibility (r = .398-.480), whereas introjected and external regulation showed smaller positive correlations (r = .120-.267); amotivation was not significantly related. The findings indicate that the quality of students’ reasons for learning with AI is differently associated with the three self-regulation dimensions examined in this study.

Keywords: AI Motivation Scale (AIMS); Self-Regulation for AI-Based Learning Scale (SRAILS); AI learning motivation; self-determination theory; self-regulated learning; university students.