Knowledge Resource · Open access
Research Summary: Associations of metacognition, self-directed learning ability, and AI literacy with academic achievement among university students predominantly enrolled in health-related majors: a cross-sectional study
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 2 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A cross-sectional study among 175 university students in the Republic of Korea, primarily in health-related majors, investigated the associations between metacognition, self-directed learning ability, and AI literacy with self-reported academic achievement. The research utilized standardized instruments (SMI, SDLI, MAILS) to measure these competencies against self-reported cumulative GPA.
Why it matters
Understanding the factors contributing to academic achievement, particularly in the context of increasing digital and AI integration, is crucial for developing effective educational strategies. This research provides insight into critical learner competencies essential for success in higher education and future professional roles.
Key insights
- The study focused on university students, with a significant majority (78.3%) enrolled in health-related majors.
- Data collection occurred between September and November 2025 across 11 universities in the Republic of Korea.
- Academic achievement was self-reported via cumulative GPA on a 4.5-point scale.
- Metacognition, self-directed learning ability, and AI literacy were assessed using validated instruments (SMI, SDLI, MAILS).
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1902381
Related resources
Previous
Transforming intensive reading instruction: a four-method pedagogical framework for enhancing reading proficiency in higher education
Next
Bringing virtual reality-integrated social-emotional learning into schools: a dual-phase validation and feasibility study with adolescents in a collectivist society
A proof-of-concept EEG study of responses to peer speech in collaborative learning
Knowledge Resource
The impact of artificial intelligence on the quality of legal education in the UAE: a critical analysis of legal, pedagogical, and ethical considerations
Knowledge Resource
Teachers’ use of generative artificial intelligence in K–12 education: a systematic review
Knowledge Resource
Measuring attitudes of ethical use of GenAI in the work of university educators in Slovakia
Knowledge Resource
The competence enactment paradox: teacher innovation as the missing mechanism in the DIPTERA model of professional development
Knowledge Resource
Integrating immersive VR into STEM-based physics teaching: student perspectives on the Rutherford experiment simulation
Knowledge Resource
Citation
Cite the original work (APA 7)
The original source is authoritative for this citation. Cite the source publication directly — this attribution is pending verification. Open the original source.
Verification
This is an authenticated AZIZ OS resource record.
- Verification ID
- ASA-EXE-2026-01044
- Version
- v1.0 · r0
- Issued
- 2 October 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Associations of metacognition, self-directed learning ability, and AI literacy with academic achievement among university students predominantly enrolled in health-related majors: a cross-sectional study
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.