Examining the relationships and relative predictive contributions of artificial, moral, and spiritual intelligence to academic achievement among PhD scholars in Punjab, Pakistan
DOI:
https://doi.org/10.71085/rjhsa.04.04.137Keywords:
Artificial Intelligence, Moral Intelligence, Spiritual Intelligence, Academic Achievement, PhD ScholarsAbstract
As AI becomes more prevalent in higher education, PhD scholars have opportunities to leverage AI tools and technologies to enhance their learning, research, and academic productivity. But there are also moral and spiritual attributes which influence scholars' academic aspirations, drive and choices that could also be linked to academic performance. Thus the present study examined the relationship between Artificial Intelligence (AI), Moral Intelligence (MI), Spiritual Intelligence (SI) and Academic Achievement (AA) among PhD scholars of Punjab, Pakistan. The research design was quantitative correlational while the data collection was done by using a structured questionnaire with 5-point likert scale. Pearson correlation analysis revealed significant positive correlations between AI and AA (r = .712, p < .001), MI and AA (r = .699, p < .001) and SI and AA (r = .469, p < .001). The highest correlation found was between AI and AA. Multiple regression analysis revealed that AI and MI significantly positively contributed to academic achievement, with AI contributing more (β = .455, p < .001) than MI (β = .419, p < .001). SI did not appear significant (β = .014, p = .566). The model explained 62.4% of the variance in academic achievement (R² = .624, p < .001). The results underline the significance of AI and MI in the context of academic performance of doctorate degree holders but the role of SI needs to be explored in conjunction with other factors
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