Perceived AI-adaptive learning environments are negatively associated with college students' self-regulated learning in a three-wave longitudinal survey¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q3 · i2 medium
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Perceived AI-adaptive environment showed a significant negative direct effect on SRL (β = −0.19), supporting the personalization paradox. → Li J 2026 q3 i2 Perceived AI-adaptive environment correlated negatively with SRL (r = −0.33). → Li J 2026 (2)

Evidence¶

Li J 2026¶

Li J, Lin Z and Qiu C (2026) The personalization paradox: how AI-driven adaptive learning environments are associated with college students' academic emotions and self-regulation learning—a moderated mediation model. Front. Psychol. 17:1915839. https://doi.org/10.3389/fpsyg.2026.1915839

q3 · i? · associational · r2

Structural equation modeling with latent interaction terms and cluster-robust standard errors on three-wave data from 486 undergraduates at four Chinese universities. The article reports "a significant negative direct effect on SRL" with β = −0.19, 95% CI [−0.31, −0.07].

"Supporting Hypothesis 1, the AI-adaptive environment exhibited a significant negative direct effect on SRL (β = −0.19, SE = 0.06, p < 0.01, 95% CI [ −0.31, −0.07])."

Li J 2026 (2)¶

Li J, Lin Z and Qiu C (2026) The personalization paradox: how AI-driven adaptive learning environments are associated with college students' academic emotions and self-regulation learning—a moderated mediation model. Front. Psychol. 17:1915839. https://doi.org/10.3389/fpsyg.2026.1915839

q3 · i2 · associational · r2

Bivariate correlation analysis (Table 1, N = 486) consistent with theoretical expectations. The article reports "a significant negative correlation with SRL (r = −0.33, p < 0.01)", plus positive correlations with anxiety (r = 0.31) and boredom (r = 0.35).

"Perceived AI-adaptive environment showed a significant negative correlation with SRL (r = −0.33, p < 0.01) and with enjoyment (r = −0.28),and positive correlations with anxiety (r = 0.31) and boredom (r = 0.35)."

Discussion¶

Related Claims¶

• Included studies suggest engagement increases when adaptive platform activities are tailored to learners' personal needs and emotional state — the general claim this finding bears on, with the studies behind it

• Evidence suggests over-reliance on generative AI may negatively affect students' self-regulated learning behaviors, potentially harming retention and transfer to novel contexts — the general claim this finding bears on, with the studies behind it

• Academic emotions—enjoyment, anxiety, and boredom—mediate the association between perceived AI-adaptive environments and SRL, accounting for 54.8% of the total effect — related
• AI literacy moderates the pathways from perceived AI-adaptive environments to academic emotions, attenuating negative emotional effects among students with higher AI literacy — related
• Negative emotional associations of AI-adaptive environments are pronounced among students with low AI literacy but substantially attenuated among those with high AI literacy — related
• Self-regulated learning and critical AI evaluation promote effective AI use — related
• AI is implemented in SRL research primarily as an intervention, most often through adaptive systems and personalization — related