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<p>This study explores the associations between artificial intelligence (AI) usage patterns and perceived critical thinking among university students in China, with a focus on three types of AI use: Information Retrieval Use (IRU), Content Generation Use (CGU), and Text Revision Use (TRU). Grounded in Self-Determination Theory (SDT), the research investigates how academic motivation moderates these relationships. Cognitive Load Theory (CLT) provides an interpretive lens for understanding the observed patterns, though load was not directly measured. A cross-sectional survey was conducted with 342 undergraduate students, collecting data on their AI usage behaviors, academic motivation, and perceived critical thinking dispositions. The results reveal that IRU is positively associated with perceived critical thinking, while CGU shows a negative association. TRU showed no significant association. Regarding moderation effects, intrinsic motivation strengthened the positive association between IRU and perceived critical thinking, but, contrary to expectations, also amplified the negative association between CGU and perceived critical thinking. In contrast, extrinsic motivation buffered the negative association of CGU: at high levels of extrinsic motivation, the negative association between CGU and perceived critical thinking was entirely eliminated. These findings indicate that the cognitive correlates of AI use depend on both usage patterns and motivational factors. The study highlights the importance of considering both the type of AI use and students’ motivational orientation when designing educational strategies for AI integration in higher education.</p>

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AI usage patterns and self-rated critical thinking among Chinese college students: the moderating role of academic motivation

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月27日

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  • Jing Zhang,
  • Yang Yang

摘要

This study explores the associations between artificial intelligence (AI) usage patterns and perceived critical thinking among university students in China, with a focus on three types of AI use: Information Retrieval Use (IRU), Content Generation Use (CGU), and Text Revision Use (TRU). Grounded in Self-Determination Theory (SDT), the research investigates how academic motivation moderates these relationships. Cognitive Load Theory (CLT) provides an interpretive lens for understanding the observed patterns, though load was not directly measured. A cross-sectional survey was conducted with 342 undergraduate students, collecting data on their AI usage behaviors, academic motivation, and perceived critical thinking dispositions. The results reveal that IRU is positively associated with perceived critical thinking, while CGU shows a negative association. TRU showed no significant association. Regarding moderation effects, intrinsic motivation strengthened the positive association between IRU and perceived critical thinking, but, contrary to expectations, also amplified the negative association between CGU and perceived critical thinking. In contrast, extrinsic motivation buffered the negative association of CGU: at high levels of extrinsic motivation, the negative association between CGU and perceived critical thinking was entirely eliminated. These findings indicate that the cognitive correlates of AI use depend on both usage patterns and motivational factors. The study highlights the importance of considering both the type of AI use and students’ motivational orientation when designing educational strategies for AI integration in higher education.