“Comparison of the Effects of an AI Assistant and ACT on Bilingual Students”

Artificial Intelligence Assistant and Acceptance and Commitment Therapy (ACT) on Academic Self-Efficacy, Academic Engagement, Social Interaction, and Self-Regulation among Bilingual Seventh Grade Male Students in Suburban Areas of Ahvaz

Status

Active, not recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20250608066124N1

Enrollment

120

Registered

2025-06-20

Start date

2025-09-22

Completion date

Unknown

Last updated

2025-07-21

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

“In this research, no specific disease is studied

Interventions

Intervention 1: Intervention Group: 1- AI assistant group. Intervention 2: “Intervention group: 2-ACT”.

Eligibility

Sex/Gender

Male

Inclusion criteria

Inclusion criteria: Enrollment in the seventh grade Bilingualism (native language: Arabic) Residence in suburban areas of Ahvaz Submission of informed consent by both the student and their parents Adequate access to the internet and digital devices No concurrent psychological interventions No severe psychological disorders (as confirmed by school counselors) Regular attendance at school

Exclusion criteria

Exclusion criteria: Simultaneous participation in similar interventions Suffering from severe psychological disorders (as confirmed by school counselors) Lack of access to digital devices

Design outcomes

Primary

Measure	Time frame
1. Academic Self-Efficacy:Conceptual Definition: An individual’s belief in their capabilities to successfully perform academic tasks (Bandura, 1997)Operational Definition: The score that an individual obtains on the Academic Self-Efficacy Scale (Midgley et al., 2000).2. Academic Engagement:Conceptual Definition: Academic engagement is defined as a multidimensional construct that includes a set of behaviors, emotions, and cognitive processes that students demonstrate during learning and academic activities (Fredricks et al., 2004)Operational Definition: In this research, academic engagement is measured through the score that students obtain on the Academic Engagement Questionnaire by Reeve and Tseng (2011).3. Social Interaction:Conceptual Definition: The ability to establish effective communication with peers and teachers in the educational environment (Rubin et al., 2006)Operational Definition: The score that an individual obtains on the Social Interaction Questionnaire (Gresham & Elliott, 2008).4. Self-Regulation:Conceptual Definition: The ability to control, monitor, and regulate behavior, cognition, and emotion toward achieving goals (Zimmerman, 2000)Operational Definition: The score that an individual obtains on the Academic Self-Regulation Questionnaire (Pintrich & De Groot, 1990). Timepoint: The pretest was conducted one week before the intervention. The intervention itself lasted for eight weeks, with one 90-minute session per week for the AI assistant and ACT groups. The posttest was administered after the intervention, and the follow-up was conducted one month after the intervention. Method of measurement: 1. Academic Self-Efficacy:Conceptual Definition: An individual’s belief in their capabilities to successfully perform academic tasks (Bandura, 1997)Operational Definition: The score that an individual obtains on the Academic Self-Efficacy Scale (Midgley et al., 2000).2. Academic Engagement:Conceptual Definition: Academic engagement is defined as a multidi	—

Measure

Time frame

1. Academic Self-Efficacy:Conceptual Definition: An individual’s belief in their capabilities to successfully perform academic tasks (Bandura, 1997)Operational Definition: The score that an individual obtains on the Academic Self-Efficacy Scale (Midgley et al., 2000).2. Academic Engagement:Conceptual Definition: Academic engagement is defined as a multidimensional construct that includes a set of behaviors, emotions, and cognitive processes that students demonstrate during learning and academic activities (Fredricks et al., 2004)Operational Definition: In this research, academic engagement is measured through the score that students obtain on the Academic Engagement Questionnaire by Reeve and Tseng (2011).3. Social Interaction:Conceptual Definition: The ability to establish effective communication with peers and teachers in the educational environment (Rubin et al., 2006)Operational Definition: The score that an individual obtains on the Social Interaction Questionnaire (Gresham & Elliott, 2008).4. Self-Regulation:Conceptual Definition: The ability to control, monitor, and regulate behavior, cognition, and emotion toward achieving goals (Zimmerman, 2000)Operational Definition: The score that an individual obtains on the Academic Self-Regulation Questionnaire (Pintrich & De Groot, 1990). Timepoint: The pretest was conducted one week before the intervention. The intervention itself lasted for eight weeks, with one 90-minute session per week for the AI assistant and ACT groups. The posttest was administered after the intervention, and the follow-up was conducted one month after the intervention. Method of measurement: 1. Academic Self-Efficacy:Conceptual Definition: An individual’s belief in their capabilities to successfully perform academic tasks (Bandura, 1997)Operational Definition: The score that an individual obtains on the Academic Self-Efficacy Scale (Midgley et al., 2000).2. Academic Engagement:Conceptual Definition: Academic engagement is defined as a multidi

—

Countries

Iran (Islamic Republic of)

Contacts

Public Contactkhaled loveymi

Islamic Azad University

khaled.loveymi@iau.ac.ir+98 921 757 4403

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 4, 2026