The Mediating Role of Self-Regulation and Artificial Intelligence Awareness in the Effect of Individual Entrepreneurship Tendencies on Learning Agility in High School Students

Abstract

Learning agility is considered a key competence for adapting to rapidly changing educational and technological environments. Although entrepreneurial tendencies have been associated with adaptive learning outcomes, the psychological mechanisms underlying this relationship remain insufficiently understood. This study examined whether self-regulation and artificial intelligence (AI) awareness sequentially mediate the relationship between individual entrepreneurial tendencies and learning agility among high school students. The study involved 564 high school students (55% girls, 45% boys; aged 14–19 years, M = 17.02, SD = 1.28) from two public schools in Türkiye. Participants completed validated measures of entrepreneurial tendencies, self-regulation, AI awareness, and learning agility. The hypothesized serial mediation model was tested using PROCESS Macro Model 6. Entrepreneurial tendencies were positively associated with learning agility both directly and indirectly. Self-regulation emerged as a significant independent mediator, and a significant sequential mediation pathway was identified through self-regulation and AI awareness. The findings suggest that entrepreneurial tendencies are associated with higher levels of self-regulation and AI awareness, which are in turn associated with learning agility. The results highlight the importance of self-regulation and AI awareness as factors associated with the relationship between entrepreneurial tendencies and learning agility. Educational practices that foster entrepreneurship, self-regulation, and AI awareness may support students’ adaptability and readiness for rapidly evolving digital learning environments.