From Generative AI Use to Academic Integrity: The Mediating Roles of Self-Regulated Learning and Critical Thinking

Abstract

The adoption of Generative Artificial Intelligence (GenAI), particularly ChatGPT, has transformed learning processes in Higher education by enabling AI-assisted problem solving. However, concerns remain regarding its impact on Self-Regulated Learning (SRL), Critical Thinking, and Academic Integrity among students. This study examines the mediating roles of Self-Regulated Learning and Critical Thinking in the relationship between ChatGPT usage and Academic Integrity among students in Indonesia. A quantitative survey of 335 respondents was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. Results show that ChatGPT usage positively influences SRL and Critical Thinking, which in turn significantly affect Academic Integrity, with both acting as mediators. Findings suggest that the impact of GenAI depends on students’ metacognitive regulation and evaluative thinking rather than the technology itself. The study highlights SRL and Critical Thinking as key mechanisms in maintaining academic integrity in AI-augmented learning environments.