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AIlessphobia, AI-supported self-regulated learning, and academic self-efficacy in nursing students: A structural
Remziye Semerci Şahin1, Aslı Akdeniz Kudubeş2, Sevil Çınar Özbay3
1Koç University, School of Nursing, Department of Pediatric Nursing, İstanbul, Turkey.
Nurse Education Today
|August 7, 2026
Summary
Nursing students
Area of Science:
- Nursing Education
- Higher Education
- Artificial Intelligence in Education
Background:
- AI integration in higher education impacts student learning behaviors.
- Excessive AI reliance may cause AIlessphobia, anxiety about tasks without AI.
- Understanding AIlessphobia's link to self-regulated learning and self-efficacy is crucial for nursing students.
Purpose of the Study:
- To investigate the relationships between AIlessphobia, AI-enhanced self-regulated learning, and academic self-efficacy.
- Focus on undergraduate nursing students in Türkiye.
Main Methods:
- Quantitative, descriptive, cross-sectional correlational study.
- Surveyed 503 undergraduate nursing students using validated scales.
- Analyzed data with descriptive statistics, correlation, CFA, and SEM.
Main Results:
- AIlessphobia showed a statistically significant but negligible negative effect on academic self-efficacy (less than 1% variance).
- AIlessphobia did not significantly predict AI-enhanced self-regulated learning.
- AI-enhanced self-regulated learning did not significantly impact academic self-efficacy.
Conclusions:
- AIlessphobia has a minimal practical impact on nursing students' academic self-efficacy.
- AI-enhanced self-regulated learning does not mediate the AIlessphobia-self-efficacy relationship.
- Emphasizes balanced AI use and developing independent learning skills in nursing education.
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