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<p>Despite the increasing use of generative artificial intelligence (GAI) in educational settings, there is still a lack of consensus in the literature regarding its specific impact on various components of college students’ critical thinking (CT) disposition. This research seeks to address this uncertainty by exploring the dual nature of GAI usage on CT disposition. It examines perceived self-efficacy and perceived dependence as mediators, which influence how GAI usage affects CT disposition, and considers time pressure as a moderator that may alter these relationships. We applied organismic integration theory as the theoretical framework and used structural equation modeling to analyze data from 587 college students. The findings indicate that GAI usage positively affects CT disposition through perceived self-efficacy, likely because it enhances students’ confidence in their abilities. However, it undermines CT disposition through perceived dependence, as students may become overly reliant on GAI for problem-solving. When comparing the two mediating pathways, it was found that the positive influence of GAI on CT disposition, as measured by increased confidence and problem-solving skills, outweighed the negative effects of perceived dependence. Additionally, time pressure weakened the positive influence of GAI on perceived self-efficacy and CT disposition. This study offers valuable insights into educational technology, highlighting the connection between GAI usage and CT disposition and providing recommendations for integrating GAI to foster CT skills.</p>

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Enhancing or eroding? Exploring how generative artificial intelligence usage influences college students’ critical thinking disposition

  • 期刊论文

  • 发表日期：

    2026年6月2日

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  • Ziwei Wang,
  • Wenxu Li,
  • Feifei Liu,
  • Jingyu Yao,
  • Yiru Wang

摘要

Despite the increasing use of generative artificial intelligence (GAI) in educational settings, there is still a lack of consensus in the literature regarding its specific impact on various components of college students’ critical thinking (CT) disposition. This research seeks to address this uncertainty by exploring the dual nature of GAI usage on CT disposition. It examines perceived self-efficacy and perceived dependence as mediators, which influence how GAI usage affects CT disposition, and considers time pressure as a moderator that may alter these relationships. We applied organismic integration theory as the theoretical framework and used structural equation modeling to analyze data from 587 college students. The findings indicate that GAI usage positively affects CT disposition through perceived self-efficacy, likely because it enhances students’ confidence in their abilities. However, it undermines CT disposition through perceived dependence, as students may become overly reliant on GAI for problem-solving. When comparing the two mediating pathways, it was found that the positive influence of GAI on CT disposition, as measured by increased confidence and problem-solving skills, outweighed the negative effects of perceived dependence. Additionally, time pressure weakened the positive influence of GAI on perceived self-efficacy and CT disposition. This study offers valuable insights into educational technology, highlighting the connection between GAI usage and CT disposition and providing recommendations for integrating GAI to foster CT skills.