A Comparative Analysis of Predictors for Intentional Learning Behavior among Undergraduate Students in the Age of AI: Motivation, Self-Regulation, and Classroom Environment

Abstract

The transformation of students’ learning behaviors, instructors’ roles, and the overall learning process has been derived from the integration of Artificial Intelligence (AI), Generative AI in particular, into the higher education system. This study aims to analyze and identify key predictors of students’ intentional learning behaviors, focusing on three core behavioral aspects: (1) AI-assisted learning behavior, (2) classroom participation behavior, and (3) self-management in learning behavior. Three groups of predictor variables were examined—motivation, self-regulation, and classroom environment. A quantitative research design was employed using multi-stage quota random sampling. The sample comprised 874 undergraduate students. Research instruments included twelve questionnaire sets with acceptable reliability (Cronbach’s α = .71–.80). Data were analyzed using Pearson’s correlation coefficients and multiple regression analysis. The findings indicated that motivation, self-regulation, and classroom environment significantly predicted variance in all three learning behaviors. Specifically, the predictors accounted for 42.50% of the variance in AI-assisted learning behavior, 44.67% in classroom participation behavior, and 45.35% in self-management in learning behavior. The most influential predictors across all aspects included intrinsic motivation, future-oriented motivation, ethical AI use, and instructional environment. These results highlight that high-quality learning behaviors in the age of AI are derived from a balanced integration of psychological drive, self-regulatory capacity, and supportive learning environments. The findings correspond to three dominant theoretical foundations—Self-Determination Theory, Self-Regulation Theory, and Learning Environment Theory—indicating that sustainable learning and constructive engagement are shaped by the cooperation of intrinsic motivation, behavioral regulation, and learning environments that promote analytical thinking and ethical technology utilization.