The use of AI tools in academic writing and its associations with college students' critical thinking and academic integrity: a path analysis involving self-regulated learning and innovative behavior

Abstract

Background AI tools are increasingly used in college students' academic writing, raising concerns about critical thinking and academic integrity. Prior work has focused mainly on writing performance, whereas psychological and behavioral pathways remain less examined. Guided by Social Cognitive Theory, this study examined a path model linking AI tool use with critical thinking and academic integrity via self-regulated learning and innovative behavior. Methods A cross-sectional survey was conducted with 946 undergraduates from five universities in China. Measures included AI tool use, self-regulated learning, innovative behavior, critical thinking, and academic integrity. The hypothesized model was tested using PLS-SEM with bootstrapping. Results AI tool use was positively associated with self-regulated learning and innovative behavior. Both intermediaries were positively associated with critical thinking and academic integrity. Bootstrapping supported significant indirect associations from AI tool use to both outcomes through self-regulated learning and innovative behavior. Conclusion AI tool use in academic writing was associated with higher levels of critical thinking and academic integrity, with self-regulated learning and innovative behavior representing intermediary variables in these associations. The findings may inform AI-supported writing instruction and integrity guidance in higher education.