Alkan, A. (2024). The role of artificial intelligence in the education of students with special needs. International Journal of Technology in Education and Science (IJTES), 8(4), 542- 557
Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Westview Press.
Anderson, C., & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78(4), 772–790.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Barana, A., Marchisio, M., & Roman, F. (2023). Fostering Problem Solving and Critical Thinking in Mathematics through Generative Artificial Intelligence. International Association for Development of the Information Society.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.
Bearman, M., J. Ryan, and R. Ajjawi. (2023). Discourses of Artificial Intelligence in Higher Education: A Critical Literature Review. Higher Education 86 (2): 369–85.
Bhatia, M. S. & Kumar, S. (2020). Critical success factors of industry 4.0 in automotive manufacturing industry. IEEE Transactions on Engineering Management, 69(5), 2439-2453
Biggs, J. (1999). Teaching for quality learning at university. Open University Press.
Bjerring, J. C., & Busch, J. (2024). Artificial intelligence and identity: the rise of the statistical individual. AI & SOCIETY, 1-13.
Calma A., Davies M. (2021). Critical thinking in business education: Current outlook and future prospects. Studies in Higher Education, 46(11), 2279–2295.
Creely, E., Henriksen, D., & Henderson, M. (2023, March). Artificial intelligence, creativity, and education: Critical questions for researchers and educators. In Society for information technology & teacher education international conference (pp. 1309-1317). Association for the Advancement of Computing in Education (AACE).
Darwin, Rusdin, D., Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1), 2290342.
Dwivedi Y. K., Kshetri N., Hughes L., Slade E. L., Jeyaraj A., Kar A. K., Baabdullah A. M., Koohang A., Raghavan V., Ahuja M. (2023). “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, 102642
Emre Ç, KIYICI M. The impact of robotics assisted programming education on academic success, problem solving skills and motivation. Journal of Educational Technology and Online Learning. 2022;5(1):47-65
Ennis, R. H. (1991). Critical thinking. Prentice Hall.
Erikson, E. H. (1968). Identity: Youth and crisis. Norton & Company.
Essien A., Bukoye O. T., O’Dea C., Kremantzis M. (2024). The influence of AI text generators on critical thinking skills in UK business schools. Studies in Higher Education, 49, 865–882.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444–454.
Habib, S., Vogel, T., Anli, X., & Thorne, E. (2024). How does generative artificial intelligence impact student creativity. Journal of Creativity, 34(1), 100072.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hooda, M., C. Rana, O. Dahiya, A. Rizwan, and M. S. Hossain. (2022). “Artificial intelligence for assessment and feedback to enhance student success in higher education. Mathematical Problems in Engineering 2022.
Hwang, A. H. C., & Won, A. S. (2021, May). IdeaBot: investigating social facilitation in human-machine team creativity. In Proceedings of the 2021 CHI conference on human factors in computing systems (pp. 1-16).
Johnson, D. W., & Johnson, R. T. (1994). Cooperative learning in the classroom. ASCD.
Kafai, Y. B., & Burke, Q. (2014). Connected Code: Why Children Need to Learn Programming. MIT Press.
Kandlhofer, M., Steinbauer, G., Hirschmugl-Gaisch, S., & Huber, P. (2016). Artificial intelligence and computer science in education: From kinder-garten to university. In IEEE Frontiers in Education Conference (pp. 1–9).
Lawasi, M., Rohman, V.A., Shoreamanis, M. (2024). This person is not on ResearchGate, or hasn't claimed this research yet. 2024Proceedings Series on Social Sciences & Humanities 18:366-370.
Lim, J., & Leinonen, T. (2021). Creative peer system an experimental design for fostering creativity with artificial intelligence in multimodal and sociocultural learning environments. In CEUR workshop proceedings (vol. 2902, pp. 41–48). RWTH Aachen University.
Lund, B. D., & Wang, T. (2023). Chatting about ChatGPT: How may AI and GPT impact academia and libraries? Library Hi Tech News, 40(3), 26–29.
Mandai K., Tan M. J. H., Padhi S., Pang K. T. (2024). A cross-era discourse on ChatGPT’s influence in higher education through the lens of John Dewey and Benjamin Bloom. Education Sciences, 14(6), 614.
Marcia, J. E. (1980). Identity in adolescence. In J. Adelson (Ed.), Handbook of adolescent psychology (pp. 159–187). Wiley.
Marrone, R., Taddeo, V., & Hill, G. (2022). Creativity and artificial intelligence—A student perspective. Journal of Intelligence, 10(3), 65.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
McAlister A. R., Alhabash S., Yang J. (2023). Artificial intelligence and ChatGPT: Exploring current and potential future roles in marketing education. Journal of Marketing Communications, 30, 166–187.
Newman, F., & Wehlage, G. G. (1995). Successful school restructuring. School of Education, University of Wisconsin-Madison.
Paul, R., & Elder, L. (2006). Critical thinking: Tools for taking charge of your professional and personal life. Foundation for Critical Thinking.
Peeters, M., van Diggelen, J., van den Bosch, K., Bronkhorst, A., Neerincx, M., Schraagen, J. & Raaijmakers, S. (2021). Hybrid collective intelligence in a human–AI society. AI & Society, 36, 217–238.
Peng, Z. (2021, May). Designing and evaluating intelligent agents’ interaction mechanisms for assisting human in high-level thinking tasks. In Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems (pp. 1-6).
Riedl, M. O., & O’Neill, B. (2009). Computer as audience: A strategy for artificial intelligence support of human creativity. In Proc. CHI workshop of computational creativity support
Runco, M. A., & Acar, S. (2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24(1), 66–75.
Rust R., & Huang M. (2021). Artificial creativity. The feeling economy. Palgrave Macmillan.
Ranjan, K. R., & Read, S. (2016). Value co-creation: concept and measurement. Journal of the academy of marketing science, 44, 290-315
Sternberg, R. J. (1998). Successful intelligence: How practical and creative intelligence determine success in life. Simon & Schuster.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
Savoldi, F., & Ferraz de Abreu, P. (2016). Bullying, cyberbullying and Internet usage among young people in post-conflict Belfast. Cogent Social Sciences, 2(1), 1132985. https://doi.org/10.1080/23311886.2015.1132985
Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49(2), 147-154. https://doi.org/10.1111/j.1467-9450.2007.00611.x
Smith. P. K., Mahdavi. J. Carvalho, M., Fisher. S., Russell, S., & Tippett, N. (2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry. 49(4), 376-385. https://doi.org/10.1111/j.1469-7610.2007.01846.x
Sun. S. Fan, X., & Du. J. (2016). Cyberbullying Perpetration: A Meta-Analysis of Gender Differences. International Journal of Internet Science, 11(1), 61-81. https://repository.um.edu.mo/handle
Wang, P., Wang, X., & Lei, L. (2019). Gender differences between student-student relationship and cyberbullying perpetration: An evolutionary perspective. Journal of Interpersonal Violence, 36(19-20), 9187-9207.
https://doi.org/10.1177/0886260519865970
Wang, X., Lei, L., Liu, D., & Hu, H. (2016). Moderating effects of moral reasoning and gender on the relation between moral disengagement and cyberbullying in adolescents. Personality and Individual Differences, 98, 244-249.
https://doi.org/10.1016/j.paid.2016.04.056
Wang, X., Wang. W. Qiao, Y. Gao, L. Yang, J., & Wang. P. (2020). Parental phubbing and adolescents' cyberbullying perpetration: A moderated mediation model of moral disengagement and online disinhibition. Journal of Interpersonal Violence, 37(7-8), 1-23. https://doi.org/10.1177/0886260520961877
Wang, X. Yang. L. Yang, J., Wang, P., & Lei. L. (2017). Trait anger and cyberbullying among young adults: A moderated mediation model of moral disengagement and moral identity. Computers in Human Behavior, 73, 519-526.
https://doi.org/10.1016/j.chb.2017.03.073
Wright. M. F., & Li, Y. (2013). Normative beliefs about aggression and cyber aggression among young adults: A longitudinal investigation. Aggressive Behavior, 39(3), 161-170.
https://doi.org/10.1002/ab.21470
Wright, M. F., Huang. Z., Wachs, S. Aoyama, I., Kamble, S. Soudi, S., Li, Z., Lei, L., & Shu, C. (2020). Associations between cyberbullying perpetration and the dark triad of personality traits: the moderating effect of country of origin and gender. Asia Pacific Journal of Social Work and Development, 30(3), 242 256. https://doi.org/10.1080/02185385.2020.1788979
Wright, M. F., Schiamberg. L. B. Wachs, S., Huang, Z. Kamble, S. V., Soudi. S., ... & Shu, C. (2021). The influence of sex and culture on the longitudinal associations of peer attachment, social preference goals, and adolescents' cyberbullying involvement: An ecological perspective. School Mental Health, 13(3), 631 643. https://doi.org/10.1007/s12310-021-09438-6
Wright, M. F., Wachs, S., & Harper, B. D. (2018). The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety. Cyberpsychology, 12(4), Article 6. https://doi.org/10.5817/CP2018-4-6
Ybarra, M. L., Boyd, D., Korchmaros. J. D., & Oppenheim, J. K. (2012). Defining and measuring cyberbullying within the larger context of bullying victimization. Journal of Adolescent Health, 51(1), 53-58. https://doi.org/10.1016/j.jadohealth.2011.12.031
Wang, S., Sun, Z., & Chen, Y. (2023). Effects of higher education institutes’ artificial intelligence capability on students’ self-efficacy, creativity and learning performance. EDucation and Information Technologies, 28(5), 4919–4939.
Wieland, B., de Wit, J., & de Rooij, A. (2022). Electronic brainstorming with a chatbot partner: A good idea due to increased productivity and idea diversity. Frontiers in Artificial Intelligence, 5, 880673.
Wang, P., Wang, X., & Lei, L. (2019). Gender lifferences between student-student relationship and cyberbullying perpetration: An evolutionary perspective. Journal of Interpersonal Violence, 36(19-20), 9187-9207.
https://doi.org/10.1177/0886260519865970
Wang, X., Lei, L., Liu, D., & Hu, H. (2016). Moderating effects of moral reasoning and gender on the relation between moral disengagement and cyberbullying in adolescents. Personality and Individual Differences, 98, 244-249.
Wang, X., Wang. W. Qiao, Y. Gao, L., Yang, J., & Wang, P. (2020). Parental phubbing and adolescents' cyberbullying perpetration: A moderated mediation model of moral disengagement and online disinhibition. Journal of Interpersonal Violence, 37(7-8), 1-23.
https://doi.org/10.1177/0886260520961877
Wang, X. Yang. L. Yang, J., Wang. P., & Lei. L. (2017). Traît anger and cyberbullying among young adults: A moderated mediation model of moral disengagement and moral identity. Computers in Human Behavior, 73, 519-526.
Yu B., Vahidov R., Kersten G. E. (2021). Acceptance of technological agency: Beyond the perception of utilitarian value. Information & Management, 58(7), 103503
Yusuf A., Bello S., Pervin N., Tukur A. K. (2024). Implementing a proposed framework for enhancing critical thinking skills in synthesizing AI-generated texts. Thinking Skills and Creativity, 53, 101619
Zhang. D., Zhang, F., Lin, M., & Du, H. S. (2017). Knowledge sharing among innovative customers in a virtual innovation community: The roles of psychological capital, material reward and reciprocal relationship. Online Informazion Review, 4115), 691-709.
Zhang, J., Zhu, Q., & Wang, Y. (2019). Social capital on consumer knowledge-sharing in virtual brand communities: the mediating effect of pan-family consciousness. Sustainability, 11(2), 339.
Zhang, Y., Zhang, M., Luo, N., Wang, Y., & Niu, T. (2019). Understanding the formation mechanism of high-quality knowledge in social question and answer communities: A knowledge co-creation. perspective. International Journal of Information Management, 48, 72-84.
Zhang, J. Qi, S., & Lyu, B. (2021). A Receiver perspective on knowledge sharing impact on consumer-brand relationship in virtual communities. Journal of Frontiers in Psychology, 12, 685959, 1-16
)