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1- Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran
2- Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran ,sassanbavi@gmail.com
2- Department of Psychology, Ahv.C., Islamic Azad University, Ahvaz, Iran ,
Abstract: (45 Views)
Objective: Bilingual students frequently encounter unique challenges that can hinder their academic self-efficacy and the development of effective self-regulation strategies. This study aimed to compare the effectiveness of an Artificial Intelligence (AI) assistant and Acceptance and Commitment Therapy (ACT) in enhancing academic self-efficacy and self-regulation among bilingual students.
Method: Conducted in 2023-2024, this experimental study employed a pre-test, post-test, and one-month follow-up design with a control group. 105 Persian-Arabic seventh-grade bilingual male students from Ahvaz were multi-stage cluster sampled and randomized into two 35-member experimental groups (AI assistant, ACT) and a control. Over eight weeks, experimental groups received "Monica" AI or structured ACT sessions; controls had conventional education. Academic self-efficacy and self-regulation data were collected. Repeated measures ANOVA with Bonferroni corrections analyzed inter-group differences.
Results: The study's findings unequivocally demonstrated that both the AI assistant and ACT interventions led to significant improvements in students' academic self-efficacy and self-regulation when compared to the control group (P<0.001). Furthermore, the AI assistant exhibited a notably more pronounced positive impact on both measured variables than ACT, which itself proved more effective than traditional teaching methods (P<0.001).
Conclusion: These outcomes highlight the considerable potential of integrating technologically advanced and psychologically grounded interventions to support the academic development of bilingual students. Conclusively, while both AI and ACT provide advantageous pathways for cultivating essential academic skills, AI-powered tools appear to offer a distinctly superior and more scalable approach for this specific demographic.
Method: Conducted in 2023-2024, this experimental study employed a pre-test, post-test, and one-month follow-up design with a control group. 105 Persian-Arabic seventh-grade bilingual male students from Ahvaz were multi-stage cluster sampled and randomized into two 35-member experimental groups (AI assistant, ACT) and a control. Over eight weeks, experimental groups received "Monica" AI or structured ACT sessions; controls had conventional education. Academic self-efficacy and self-regulation data were collected. Repeated measures ANOVA with Bonferroni corrections analyzed inter-group differences.
Results: The study's findings unequivocally demonstrated that both the AI assistant and ACT interventions led to significant improvements in students' academic self-efficacy and self-regulation when compared to the control group (P<0.001). Furthermore, the AI assistant exhibited a notably more pronounced positive impact on both measured variables than ACT, which itself proved more effective than traditional teaching methods (P<0.001).
Conclusion: These outcomes highlight the considerable potential of integrating technologically advanced and psychologically grounded interventions to support the academic development of bilingual students. Conclusively, while both AI and ACT provide advantageous pathways for cultivating essential academic skills, AI-powered tools appear to offer a distinctly superior and more scalable approach for this specific demographic.
Keywords: Acceptance and commitment therapy, Artificial intelligence, Emotional regulation, Self-efficacy, Students
Type of Study: Original Research Article |
Subject:
Family and group therapy
Received: 2025/06/29 | Accepted: 2025/09/7
Received: 2025/06/29 | Accepted: 2025/09/7
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