Predictors In The Development of Mathematical Critical Thinking and The Mediating Role of Autonomy In Learning In University Students

This study investigated the mediating role of learning autonomy in developing critical thinking in mathematics from a set of mediating variables through chatbots. The study used a sample of 456 university students from the Arequipa region in Peru. Using a quantitative approach, the non-experimental cross-sectional design was complemented with exploratory and confirmatory factor analysis and variance-based structural equation modelling (PLS-SEM) to explore the direct effect relationships between variables and the mediating role of Autonomy Fostered by Chatbot Use. The most notable result of the study indicates that learning autonomy, driven by factors such as the reliability and accuracy of chatbot responses and especially by the improved motivation and attitude through chatbot use, is crucial for the development of critical thinking in university students. The most important conclusion is that while autonomy acts as a significant mediator, motivation and a positive attitude are especially effective in promoting critical thinking skills through this mediator. This indicates that educational technologies, such as chatbots, must be designed not only to provide effective interactions and relevant educational content but also to foster an environment that enhances students' motivation and attitude toward learning, thereby facilitating a more profound and longer-lasting impact on their ability to develop and apply critical thinking.