The Relationship Between Online Social Interactions with Emphasis on Artificial Intelligence, Motivation, Academic Self-Efficacy, and Self-Regulated Learning in Medical Students
Keywords:
Online social interactions, artificial intelligence, motivation, academic self-efficacy, self-regulated learningAbstract
Purpose: The aim of this study was to examine the relationship between online social interactions with an emphasis on artificial intelligence, motivation, academic self-efficacy, and self-regulated learning in medical students.
Methodology: This descriptive-correlational study targeted all medical students from the Islamic Azad University in Mazandaran province (Sari, Tonekabon, and Babolsar units), totaling 850 students enrolled in the 2024-2025 academic year, as confirmed by university units. The sample size was determined using the Krejcie and Morgan table, which resulted in 265 participants. The data were collected using Scherr's (1982) Academic Self-Efficacy Scale, Harter's (1980) Academic Motivation Scale, and Boeferd et al.'s (1995) Self-Regulated Learning Scale. Pearson correlation and linear regression tests were used for data analysis.
Findings: The results revealed that there was a significant and positive correlation between online social interactions and academic motivation (r = 0.75), academic self-efficacy (r = 0.65), and self-regulated learning (r = 0.70). Additionally, online social interactions can be a significant predictor of academic motivation, academic self-efficacy, and self-regulated learning.
Conclusion: Overall, it can be concluded that online social interactions with an emphasis on artificial intelligence play an effective role in enhancing the vital aspects of the learning process in medical students. The synergy between digital social interactions and artificial intelligence capabilities creates a comprehensive platform for the cognitive, motivational, and behavioral development of medical students, which will improve academic performance, facilitate deeper learning, and enhance professional readiness.
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Copyright (c) 2025 Seyedeh Fatemeh Talebzadeh Khoshroey (Author); Mojtabi Rezaei Rad
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