GenAI literacy and GenAI-assisted self-regulated learning behaviors: the roles of learning agency and challenge emotions

Abstract

The integration of generative artificial intelligence (GenAI) into education raises important questions about how learners' GenAI-related competencies are associated with their self-regulatory behaviors in GenAI-supported learning. Drawing on a serial mediation framework, this study examined the roles of learning agency and challenge emotions in the association between GenAI literacy and GenAI-assisted self-regulated learning behaviors among special education undergraduates. A cross-sectional survey was conducted with 434 special education undergraduates in China. Participants completed measures of GenAI literacy, learning agency, challenge emotions, and GenAI-assisted self-regulated learning behaviors. The results showed that GenAI literacy was positively associated with GenAI-assisted self-regulated learning behaviors. Significant indirect effects were observed through learning agency and challenge emotions separately, as well as through their hypothesized serial ordering. Overall, these findings suggest that both agentic and affective processes are relevant to the association between GenAI literacy and GenAI-assisted self-regulated learning behaviors and may also be interconnected.