Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude Scale Article Swipe
Almaas Sultana
,
Nafilah Abdul Latheef
,
Nitha Siby
,
Zubair Ahmad
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1177/21582440251378375
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1177/21582440251378375
As Artificial Intelligence (AI) becomes increasingly integrated into educational settings, students’ attitudes toward AI significantly influence their willingness to adopt and engage with these emerging technologies. Although interest in AI education is on the rise, empirical research exploring students’ attitudes especially from a gender perspective remains scarce. To bridge this gap, the present study developed and validated a scale grounded in UNESCO’s AI education guidelines to measure high school students’ attitudes toward AI. A total of 553 students from grades 10, 11, and 12 participated in a sequential, three-phase study that included exploratory and confirmatory factor analyses, followed by gender-based comparisons. The analysis confirmed a robust three-factor structure encompassing Determination, Exploration, and Collaboration. Results revealed notable gender differences: male students scored significantly higher in the Determination and Exploration dimensions, while no significant gender gap was observed in Collaboration. Effect size estimates indicated small to moderate practical significance, underscoring the subtle yet meaningful nature of these differences. These findings emphasize the importance of fostering inclusive, gender-responsive AI education practices that ensure equitable engagement for all learners. The validated scale offers a reliable tool for assessing students’ attitudes toward AI, while the proposed framework provides a foundation for designing targeted pedagogical interventions. By identifying specific areas of disparity and offering strategies to address them, this study contributes to both theoretical advancements and practical improvements in AI education, ultimately supporting the creation of equitable learning environments that empower every student to thrive in an AI-driven future.
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- article
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- en
- Landing Page
- https://doi.org/10.1177/21582440251378375
- OA Status
- gold
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- 74
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- https://openalex.org/W4414983341
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https://openalex.org/W4414983341Canonical identifier for this work in OpenAlex
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https://doi.org/10.1177/21582440251378375Digital Object Identifier
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Exploring Students’ Attitudes Toward Artificial Intelligence (AI): Psychometric Validation of AI-Attitude ScaleWork title
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articleOpenAlex work type
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enPrimary language
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2025Year of publication
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2025-10-01Full publication date if available
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Almaas Sultana, Nafilah Abdul Latheef, Nitha Siby, Zubair AhmadList of authors in order
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https://doi.org/10.1177/21582440251378375Publisher landing page
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goldOpen access status per OpenAlex
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https://doi.org/10.1177/21582440251378375Direct OA link when available
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0Total citation count in OpenAlex
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74Number of works referenced by this work
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| abstract_inverted_index.settings, | 9 |
| abstract_inverted_index.structure | 107 |
| abstract_inverted_index.validated | 56, 176 |
| abstract_inverted_index.Artificial | 1 |
| abstract_inverted_index.UNESCO’s | 61 |
| abstract_inverted_index.education, | 224 |
| abstract_inverted_index.engagement | 171 |
| abstract_inverted_index.especially | 40 |
| abstract_inverted_index.foundation | 194 |
| abstract_inverted_index.guidelines | 64 |
| abstract_inverted_index.importance | 160 |
| abstract_inverted_index.inclusive, | 163 |
| abstract_inverted_index.integrated | 6 |
| abstract_inverted_index.meaningful | 151 |
| abstract_inverted_index.strategies | 208 |
| abstract_inverted_index.supporting | 226 |
| abstract_inverted_index.ultimately | 225 |
| abstract_inverted_index.Exploration | 127 |
| abstract_inverted_index.contributes | 214 |
| abstract_inverted_index.dimensions, | 128 |
| abstract_inverted_index.educational | 8 |
| abstract_inverted_index.exploratory | 92 |
| abstract_inverted_index.identifying | 201 |
| abstract_inverted_index.pedagogical | 198 |
| abstract_inverted_index.perspective | 44 |
| abstract_inverted_index.sequential, | 87 |
| abstract_inverted_index.significant | 131 |
| abstract_inverted_index.students’ | 10, 38, 69, 184 |
| abstract_inverted_index.theoretical | 217 |
| abstract_inverted_index.three-phase | 88 |
| abstract_inverted_index.willingness | 17 |
| abstract_inverted_index.Exploration, | 110 |
| abstract_inverted_index.Intelligence | 2 |
| abstract_inverted_index.advancements | 218 |
| abstract_inverted_index.comparisons. | 100 |
| abstract_inverted_index.confirmatory | 94 |
| abstract_inverted_index.differences. | 155 |
| abstract_inverted_index.differences: | 117 |
| abstract_inverted_index.encompassing | 108 |
| abstract_inverted_index.environments | 232 |
| abstract_inverted_index.gender-based | 99 |
| abstract_inverted_index.improvements | 221 |
| abstract_inverted_index.increasingly | 5 |
| abstract_inverted_index.participated | 84 |
| abstract_inverted_index.three-factor | 106 |
| abstract_inverted_index.underscoring | 147 |
| abstract_inverted_index.Determination | 125 |
| abstract_inverted_index.significance, | 146 |
| abstract_inverted_index.significantly | 14, 121 |
| abstract_inverted_index.technologies. | 25 |
| abstract_inverted_index.Collaboration. | 112, 137 |
| abstract_inverted_index.Determination, | 109 |
| abstract_inverted_index.interventions. | 199 |
| abstract_inverted_index.gender-responsive | 164 |
| cited_by_percentile_year | |
| countries_distinct_count | 1 |
| institutions_distinct_count | 4 |
| citation_normalized_percentile.value | 0.61359777 |
| citation_normalized_percentile.is_in_top_1_percent | False |
| citation_normalized_percentile.is_in_top_10_percent | True |