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Exploring Psychological, Behavioural, and Technological Drivers of Student Absenteeism and Independent Learning in the Era of AI
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| 1.24 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Student absenteeism remains a persistent issue in higher education, now further influenced
by the increasing integration of artificial intelligence (AI) into academic contexts. Tools like
ChatGPT and adaptive learning platforms provide students with increased flexibility and
personalized support, potentially decreasing the perceived necessity of attending face-to-face
classes. Although previous studies have addressed behavioural and psychological aspects of
absenteeism, little attention has been given to the interaction between these factors and AI
usage. This research bridges that gap by proposing a comprehensive framework that combines
locus of control, self-efficacy, and digital displacement theories to examine how AI impacts
student attendance and autonomous learning behaviours. A quantitative survey was
conducted with 291 university students in Portugal, and the data were analysed using partial
least squares structural equation modelling (PLS-SEM). The validated model accounts for
38.7% of the variance in absenteeism and 34.4% in self-efficacy for independent learning.
Results show that internal locus of control, peer influence, time management skills, and AI
tool usage significantly affect both constructs. This study offers valuable insights into the
behavioural dynamics of absenteeism and independent learning in AI-supported educational
settings, with implications for educational institutions and policymakers navigating AI’s
growing presence in academia.
Descrição
Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Business Intelligence
Palavras-chave
Artificial intelligence Student absenteeism Independent learning Self-efficacy Locus of control Digital displacement SDG 4 - Quality education SDG 9 - Industry, innovation and infrastructure SDG 10 - Reduced inequalities