The Role of Artificial Intelligence in Supporting Students’ Emotional Regulation and Learning Anxiety

This study investigates the role of Artificial Intelligence (AI) in supporting students’ emotional regulation and reducing learning anxiety within higher education contexts. Using a quantitative descriptive research design, data were collected from 120 students through a structured Likert-scale questionnaire. The analysis included correlation, regression, and ANOVA techniques to examine relationships between AI usage, emotional regulation, and learning anxiety across academic years and disciplines. The findings revealed that AI usage positively predicted emotional regulation and negatively predicted learning anxiety, with higher-year students benefiting more due to greater familiarity with AI-supported learning environments. Significant differences were observed in emotional outcomes across academic years, emphasizing the role of experience in maximizing AI’s benefits. The study highlights the broad applicability of AI-based learning tools in enhancing cognitive and emotional outcomes and underscores the importance of integrating AI interventions thoughtfully across curricula. These findings suggest that AI-supported learning environments can promote emotional resilience, reduce anxiety, and foster effective learning, offering valuable insights for educators and policymakers seeking to optimize student support through technology.