University of Southeastern Philippines
Tagum-Mabini Campus
College of Teacher Education and Technology
“The Mediating Effect of AI Dependence on the Relationship between Academic Disposition
and Student Engagement”
Name (Optional): ________________________________________ Age: _____________
Year Level/Section: ______________________________________ Gender: ___________
Good day! We are researchers from the University of Southeastern Philippines, working on our
research entitled “The Mediating Effect of AI Dependence on the Relationship between Academic
Disposition and Student Engagement”. The objective of the study is to explore and understand the
effects of AI dependence on academic disposition and student engagement.
Directions: Please answer this survey by checking the box that best describes your ability to
perform the statements. You can choose between 5 and 1.
The table below is the rating scale with corresponding description and interpretation:
The student strongly agrees with the statement and can
5 Strongly Agree
perform the behavior with high confidence.
The student agrees with the statement and can generally
4 Agree
perform the behavior most of the time.
The student is neutral about the statement of whether they
3 Undecided
can perform the behavior or not.
The students disagree with the statement and rarely
2 Disagree
perform the behavior.
The students strongly disagree with the statement and
1 Strongly Disagree
cannot perform the behavior.
Part I: Artificial Intelligence (AI) Dependence 5 4 3 2 1
Dependence on artificial intelligence in the domain of reading
As a student, …
I use AI-generated summaries to understand lengthy articles or
documents.
I rely on AI-powered tools for language translation when reading
content in a foreign language.
I depend on AI-driven recommendations to discover new books,
articles, or other reading materials.
I use AI-driven audiobook or text-to-speech applications to
consume written content.
AI-driven news aggregators help me stay updated on current
events.
I rely on AI-enhanced tools for extracting key information from
research papers or academic articles.
AI-driven language comprehension tools assist me in
understanding complex texts.
I use AI-powered educational platforms for personalized learning
experiences.
AI-driven accessibility tools help me consume written content
more comfortably (e.g., screen readers).
AI-generated transcripts or subtitles assist me when watching
videos or listening to podcasts.
I use AI-driven language learning apps to improve my reading
skills in different languages.
AI-driven search engine suggestions help me find relevant
reading materials more efficiently.
AI-powered content curation tools assist me in organizing and
managing my reading list.
I depend on AI-generated book reviews or ratings when deciding
what to read.
I use AI-based tools for extracting information from online forums
or discussion boards.
Dependence on artificial intelligence in the domain of writing
As a student, …
I utilize AI-based spelling and grammar checkers when
composing written content.
I rely on AI tools for generating ideas or suggestions when
drafting written documents.
I use AI-driven writing assistants to enhance the overall quality of
my written work.
AI-generated templates or frameworks assist me in structuring my
written content.
I depend on AI-powered paraphrasing tools to rephrase
sentences in my written work.
I use AI-driven auto-complete features when composing emails or
other written correspondence.
AI-driven content creation tools help me generate creative or
promotional written materials.
I rely on AI-enhanced proofreading tools to identify errors in my
written work.
AI-based sentiment analysis tools assist me in gauging the tone
of my written communication.
I use AI-powered social media management tools to generate or
schedule written posts.
AI-generated suggestions for email subject lines improve the
effectiveness of my written communication.
I depend on AI-based content summarization tools for condensing
lengthy written materials.
I use AI-driven brainstorming tools to generate ideas for written
projects.
AI-powered writing prompts or exercises help me overcome
writer’s block.
I rely on AI-generated suggestions for enhancing the clarity and
coherence of my written content.
Dependence on artificial intelligence in the domain of numeracy/arithmetic
As a student, …
I employ AI-powered calculators or apps for basic arithmetic
calculations.
I rely on AI algorithms to solve complex mathematical problems
beyond basic arithmetic.
I use AI-based tools to check my calculations for accuracy.
I depend on AI-driven educational platforms for learning and
practicing mathematical concepts.
I integrate AI-powered features, such as smart suggestions, when
performing estimation.
I utilize AI algorithms to analyze and interpret data in
mathematical contexts.
I trust AI-generated solutions for problem-solving.
I incorporate AI-based tutoring systems to enhance my spatial
numeracy skills (geometry and spatial reasoning).
I rely on AI-assisted methods for generating mathematical models
and equations.
I use AI-driven platforms to collaborate on problem-solving tasks.
I depend on AI algorithms to automate repetitive tasks involving
various numeracy skills in my work or studies.
I am open to adopting new AI tools and technologies to improve
my numeracy skills.
I prefer AI-generated explanations and step-by-step solutions for
learning new mathematical concepts.
I trust AI systems to assist in decision-making processes involving
numeracy tasks.
I regularly use AI-enhanced platforms to generate and explore
mathematical patterns and sequences.
Note:* This is adapted from Capinding, A. T. (2024). Students’ AI Dependency in 3R’s: Questionnaire Construction and Validation.
International Journal of Information and Education Technology, 14(11). https://www.ijiet.org/vol14/IJIET-V14N11-2184.pdf
Part II: ACADEMIC DISPOSITION 5 4 3 2 1
Self-Perceptions
As a student, …
I am confident that I will be a successful student
I am confident that I will be successful in my future career
I can make academic decisions easily
Perceptions of Workload and Examinations
As a student, …
I fear failing courses this year
I think that my worry about examinations is a weakness of
character
The size of the curriculum (workload) is excessive
I believe that the amount of work assignment is too much
The examination questions are usually difficult
Even if I pass my exams, I am worried about not getting a job
Pressures to Perform
As a student, …
My teachers are critical of my academic performance
Teachers have unrealistic expectations of me
The unrealistic expectations of my parents stress me out
Competition with my peers for grades is quite intense
Time Restraints
As a student, …
I am unable to catch up if I am getting behind my work
Examination time is short to complete the answers
Examination times are very stressful to me
The time allocated to classes and academic work is enough
I have enough time to relax after work
Note:* This is adapter from França, F. D. P., & Dias, T. L. (2021). Validity and Reliability of the Perceptions of Academic Stress Scale.
Psicologia: Teoria e Prática, 23(1), 1–21. doi:10.5935/1980-6906/ePTPPA13041. https://pepsic.bvsalud.org/scielo.php?
script=sci_arttext&pid=S1516-36872021000100003
Part III: STUDENT ENGAGEMENT 5 4 3 2 1
Emotional Engagement
As a student, …
Teachers in my school are honest with their students.
I like the teachers in my school.
Teachers in my school are fair about discipline.
My teachers care about me.
My teachers are good at their job.
My teachers understand me.
My teachers help me whenever I need them.
I feel I am a member of my school.
I recommend other students to come to my school.
I believe I’m receiving a good education at my school.
Cognitive Engagement
As a student, …
I spend a lot of time on my studies and homework.
I give all my attention to the lesson in class.
I do my homework (work about the school) on time.
I work as hard as I can in my lessons.
I do my best in class.
I don’t give up trying even when the lessons are hard.
I believe I do my best to learn in class.
I try my best when working on my lessons.
I usually plan before doing my homework.
I work on my lessons even when there are no upcoming exams.
I share the knowledge I learned at school with other people.
I check mistakes in my homework.
Behavioral Engagement
As a student, …
I often get into trouble in school.
I am usually sent to the disciplinary board because of my
behavior.
I play truant from school every chance I get.
I am usually late for school.
I have considered dropping out of school.
I pretend to be working during the class.
I’m going to graduate from my school.
Note:* This is adapted from Doğan, U. (2014). Validity and Reliability of Student Engagement Scale (Öğrenci Bağlılık Ölçeğinin Geçerlik
ve Güvenirliği. Bartın University Journal of Faculty of Education, 3(2), 390-403. https://dergipark.org.tr/en/download/article-file/43660
