AI self-efficacy and satisfaction with studies among Peruvian university students: the indirect role of language learning strategies
Introduction The increasing integration of artificial intelligence (AI) into higher education is transforming how students access learning resources, regulate their learning, and engage in academic activities. However, the mechanisms through which perceived competence in using these technologies rel...
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| Lenguaje: | inglés |
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2026
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| author | Yurissa Sacsi-Huamani Royer Chusi-Pacco Yoni Zoraida Saire-Perez Yamilet Mendoza-Gutierrez Carlos Mediver Coaquira Tuco Willian Huamanttupa Mar |
| author_browse | Carlos Mediver Coaquira Tuco Royer Chusi-Pacco Willian Huamanttupa Mar Yamilet Mendoza-Gutierrez Yoni Zoraida Saire-Perez Yurissa Sacsi-Huamani |
| author_facet | Yurissa Sacsi-Huamani Royer Chusi-Pacco Yoni Zoraida Saire-Perez Yamilet Mendoza-Gutierrez Carlos Mediver Coaquira Tuco Willian Huamanttupa Mar |
| author_sort | Yurissa Sacsi-Huamani |
| collection | Producción científica |
| description | Introduction The increasing integration of artificial intelligence (AI) into higher education is transforming how students access learning resources, regulate their learning, and engage in academic activities. However, the mechanisms through which perceived competence in using these technologies relates to students' academic experiences remain insufficiently understood, particularly in the context of language learning. This study aimed to examine whether language learning strategies statistically accounted for an indirect association between AI self-efficacy and satisfaction with studies among Peruvian university students. Methods A cross-sectional study was conducted with 254 university students. AI self-efficacy, language learning strategies, and satisfaction with studies were assessed, and their relationships were examined using structural equation modeling (SEM). Results The model showed acceptable robust fit (CFI = .954; TLI = .943; RMSEA = .067; SRMR = .055). AI self-efficacy was positively associated with language learning strategies ( β = .431, p < .001), which, in turn, were positively associated with satisfaction with studies ( β = .523, p < .001). The direct association between AI self-efficacy and satisfaction with studies was not statistically significant ( β = .068, p = .421), whereas the indirect association through language learning strategies was statistically significant ( β = .225, p < .001). The model explained 30.9% of the variance in satisfaction with studies. Discussion These findings indicate a statistical indirect association consistent with the hypothesized model, but the cross-sectional design does not establish temporal ordering or causality. The results highlight the potential relevance of integrating AI-related competencies with strategic and self-regulated learning in higher education. |
| format | Article |
| id | openalex:W7223152665 |
| institution | UPeU |
| language | English |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| record_format | dspace |
| spelling | openalex:W7223152665AI self-efficacy and satisfaction with studies among Peruvian university students: the indirect role of language learning strategiesYurissa Sacsi-HuamaniRoyer Chusi-PaccoYoni Zoraida Saire-PerezYamilet Mendoza-GutierrezCarlos Mediver Coaquira TucoWillian Huamanttupa MarAI self-efficacylanguage learning strategiesuniversity studentsartificial intelligence in higher educationstudent self-regulationacademic experiencePeruvian studentsArtificial Intelligence in EducationEFL/ESL Teaching and LearningEducation and Learning InterventionsIntroduction The increasing integration of artificial intelligence (AI) into higher education is transforming how students access learning resources, regulate their learning, and engage in academic activities. However, the mechanisms through which perceived competence in using these technologies relates to students' academic experiences remain insufficiently understood, particularly in the context of language learning. This study aimed to examine whether language learning strategies statistically accounted for an indirect association between AI self-efficacy and satisfaction with studies among Peruvian university students. Methods A cross-sectional study was conducted with 254 university students. AI self-efficacy, language learning strategies, and satisfaction with studies were assessed, and their relationships were examined using structural equation modeling (SEM). Results The model showed acceptable robust fit (CFI = .954; TLI = .943; RMSEA = .067; SRMR = .055). AI self-efficacy was positively associated with language learning strategies ( β = .431, p < .001), which, in turn, were positively associated with satisfaction with studies ( β = .523, p < .001). The direct association between AI self-efficacy and satisfaction with studies was not statistically significant ( β = .068, p = .421), whereas the indirect association through language learning strategies was statistically significant ( β = .225, p < .001). The model explained 30.9% of the variance in satisfaction with studies. Discussion These findings indicate a statistical indirect association consistent with the hypothesized model, but the cross-sectional design does not establish temporal ordering or causality. The results highlight the potential relevance of integrating AI-related competencies with strategic and self-regulated learning in higher education.Articlehttps://doi.org/10.3389/feduc.2026.1978846https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1978846/pdfW7223152665enFrontiers in Education2504-284X2026-10-21 |
| spellingShingle | AI self-efficacy language learning strategies university students artificial intelligence in higher education student self-regulation academic experience Peruvian students Artificial Intelligence in Education EFL/ESL Teaching and Learning Education and Learning Interventions Yurissa Sacsi-Huamani Royer Chusi-Pacco Yoni Zoraida Saire-Perez Yamilet Mendoza-Gutierrez Carlos Mediver Coaquira Tuco Willian Huamanttupa Mar AI self-efficacy and satisfaction with studies among Peruvian university students: the indirect role of language learning strategies |
| title | AI self-efficacy and satisfaction with studies among Peruvian university students: the indirect role of language learning strategies |
| title_full | AI self-efficacy and satisfaction with studies among Peruvian university students: the indirect role of language learning strategies |
| title_fullStr | AI self-efficacy and satisfaction with studies among Peruvian university students: the indirect role of language learning strategies |
| title_full_unstemmed | AI self-efficacy and satisfaction with studies among Peruvian university students: the indirect role of language learning strategies |
| title_short | AI self-efficacy and satisfaction with studies among Peruvian university students: the indirect role of language learning strategies |
| title_sort | ai self efficacy and satisfaction with studies among peruvian university students the indirect role of language learning strategies |
| topic | AI self-efficacy language learning strategies university students artificial intelligence in higher education student self-regulation academic experience Peruvian students Artificial Intelligence in Education EFL/ESL Teaching and Learning Education and Learning Interventions |
| topic_facet | AI self-efficacy language learning strategies university students artificial intelligence in higher education student self-regulation academic experience Peruvian students Artificial Intelligence in Education EFL/ESL Teaching and Learning Education and Learning Interventions |
| url | https://doi.org/10.3389/feduc.2026.1978846 https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1978846/pdf |
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