Exploring the Impact of Artificial Intelligence on Student Agency through Social Cognitive Theory, Self-Determination Theory, and Causal Agency Theory: Systematic Review

• In Event: AERA Roundtable Session Thursday 2:15 pm - Gold 2
  In Roundtable Session: Systematic Reviews on Technology-Enhanced Learning and Educational Practices

Abstract

This systematic review examines how artificial intelligence (AI) technologies influence student agency in educational settings, analyzed through Social Cognitive Theory (SCT), Self-Determination Theory (SDT), and Causal Agency Theory (CAT). Twenty-six peer-reviewed studies published between 2020 and 2025 were analyzed using theory-informed coding. Findings indicate that AI can both support and hinder agency depending on implementation. Tools such as intelligent tutoring systems and conversational agents were found to influence autonomy, competence, self-efficacy, and self-regulation. Mechanisms included personalized feedback, cognitive offloading, and emotion-sensitive scaffolding. The review highlights the critical role of educators in guiding students to engage with AI reflectively and purposefully, ensuring that AI use enhances rather than replaces learner control.

Authors

• Taehyun Kim, University of Kansas

• James D. Basham, University of Kansas

• Karrie A. Shogren, University of Kansas

• Yerin Seung, University of Kansas