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Artificial Intelligence Self-Efficacy, Technostress, and Critical Thinking: Evidence from Peruvian University
Heyner Yuliano Marquez-Yauri1, Sandra Lizzette León Luyo1, Moises David Reyes-Perez2
1Facultad de Ciencias Económicas, Escuela de Administración, Universidad Nacional de Trujillo, Trujillo 13011, Peru.
Summary
High artificial intelligence (AI) self-efficacy boosts critical thinking in students, while technostress has minimal impact. Confident AI engagement, not reduced strain, is key for developing higher-order thinking skills in higher education.
Area of Science:
- Educational Psychology
- Artificial Intelligence in Education
- Higher Education Studies
Background:
- Rapid AI integration in higher education raises concerns about technology-related strain impacting students' higher-order thinking.
- A social-cognitive framework guides the investigation into factors influencing critical thinking amidst technological advancements.
Purpose of the Study:
- To examine the predictive relationship between artificial intelligence self-efficacy and technostress on critical thinking among Peruvian undergraduates.
- To test mediation and moderation effects in the context of AI adoption in higher education.
Main Methods:
- Survey data from 340 Peruvian undergraduates using validated scales for critical thinking, AI self-efficacy (GSE-6AI), and technostress (RED-Technostress).
- Partial Least Squares Structural Equation Modeling (PLS-SEM) with bootstrapping (5000 resamples) and predictive assessment (PLSpredict, CVPAT).
Main Results:
- AI self-efficacy significantly and positively predicted critical thinking (β = 0.42, p < 0.001).
- Technostress showed no direct effect on critical thinking (β = -0.06, p = 0.50).
- AI self-efficacy positively correlated with technostress (β = 0.24, p < 0.001), but no mediation or significant moderation was found.
Conclusions:
- Confident and literate engagement with AI, rather than the absence of strain, is crucial for fostering critical thinking skills.
- Findings suggest AI self-efficacy is a more direct lever for enhancing critical thinking than managing technostress in higher education settings.
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