Critical Thinking Disposition and English Argumentative Writing Self-Efficacy Among Chinese Undergraduates: The Role of Prior Generative AI Use Experience

This cross-sectional study examined associations among critical thinking disposition (CTD), English argumentative writing self-efficacy (WSE), and prior generative artificial intelligence (GenAI) use frequency among 149 Chinese undergraduate freshmen. Participants completed a theory-guided 40-item abbreviated CTD measure and a researcher-developed English argumentative WSE questionnaire. The total CTD scale and the 11-item WSE composite demonstrated excellent internal consistency (Cronbach’s α = .916 and .952, respectively). The primary outcome was an 11-item WSE composite that excluded a future-oriented item with limited conceptual fit to task-specific efficacy. Total CTD was moderately and positively correlated with WSE, r = .394, p < .001. In a hierarchical multiple regression analysis, gender and Gaokao English score category accounted for 3.9% of the variance in WSE. Adding prior GenAI use frequency did not significantly improve model fit, ΔR² = .002, F change(1, 145) = 0.279, p = .598. Adding total CTD significantly improved model fit, ΔR² = .150, F change(1, 144) = 26.616, p < .001, and the final model explained 19.1% of the variance in WSE. After adjustment for gender, Gaokao English score category, and prior GenAI use frequency, total CTD was a significant positive correlate of WSE, B = .701, SE = .136, β = .388, p < .001. In an exploratory model simultaneously including the four CTD dimensions, critical thinking self-confidence was the only significant unique CTD correlate of WSE. These findings indicate that Chinese undergraduate freshmen reporting stronger CTD also tended to report greater perceived capability for English argumentative writing. Because the study was cross-sectional and relied on self-report measures, causal conclusions are not warranted.