Moderating Impact of Gender on Personality and Self-Regulated Learning with ChatGPT

• In Event: AERA Poster Session Thursday 2:15pm
  In Poster Session: Assessing and Supporting Self-Regulated Learning Across Learning Contexts

Abstract

Self-regulated learning (SRL) involves internally generated thoughts, emotions, and actions. While prior research links SRL to personality traits, few studies examine gender’s moderating role—especially in generative AI contexts. This study explores how Big Five traits influence SRL phases when learning with ChatGPT, using data from 409 university students (211 male, 198 female). Results show gender moderates key relationships: conscientiousness with forethought and self-reflection; neuroticism with performance; openness, conscientiousness, and extraversion with self-reflection. These findings offer a nuanced view of how personality and gender shape SRL. Educators should consider gender-balanced collaboration, detailed feedback, risk-taking encouragement, and hands-on activities to support SRL in AI-enhanced learning.

Authors

• Yuk Mui Elly Heung, The Chinese University of Hong Kong

• Xiaojing Weng, The Education University of Hong Kong

• Thomas K.F. Chiu, The Chinese University of Hong Kong