Metacognitive Laziness in the Artificial Intelligence Environment and Its Relationship to Integrative Thinking among University Students

Abstract

Abstract                                                                                                                        

      The present study aims to identify metacognitive laziness in the context of artificial intelligence and its relationship to integrative thinking, to examine the significance of differences according to the variables of gender (male–female) and specialization (scientific–humanities), and to determine correlation between them. To achieve the objectives of the research, the researcher constructed two scales: one to measure metacognitive laziness within the artificial intelligence environment and another to measure integrative thinking. The psychometric properties of both instruments were verified by establishing their face validity and reliability. The two scales were then administered to a sample of (400) university students .The study yielded the following results: University students do not exhibit metacognitive laziness in the artificial intelligence environment. A statistically significant difference was found between males and females in favor of males, who were more characterized by metacognitive laziness. No statistically significant difference was found according to specialization (scientific–humanities). The findings also indicated that university students possess a good level of integrative thinking, with statistically significant differences according to gender and specialization. Furthermore, an inverse relationship was identified between metacognitive laziness and integrative thinking. Metacognitive laziness accounted for (21%) of the variance in integrative thinking.