Co-Creating Confidence: Exploring AI as a Catalyst for Self-Regulated and Reflective Learning in Year 12 Psychology · ICGS Research Library

Title

Co-Creating Confidence: Exploring AI as a Catalyst for Self-Regulated and Reflective Learning in Year 12 Psychology

Author

Jayne Schinckel

Year Published

2026

Description

The integration of artificial intelligence (AI) into classroom practice presents new opportunities to enhance how students receive feedback and develop as autonomous learners. This action research project investigated the impact of Bloom AI as a Socratic tutor on the confidence, motivation, and self-regulated learning habits of 17–18-year-old girls in a Year 12 Psychology classroom and home learning environment while preparing for final examinations. The project was aimed at exploring how AI-powered, dialogic questioning could enhance learners’ metacognitive awareness and autonomy by replicating the cognitive prompts and scaffolding of one-to-one tutoring. Data were collected through baseline and follow-up surveys, focus group interviews, and platform usage analytics, capturing both the quantitative patterns of AI interaction and the qualitative reflections of students’ perceived growth. Findings revealed that immediate, conversational feedback fostered greater self-efficacy, reduced exam-related anxiety, and encouraged deeper engagement with content through self-questioning and reflection. The evidence suggests that AI Socratic tutoring can serve as a valuable pedagogical partner, supporting not only knowledge acquisition but also the development of independent, confident learners. This initiative aims to extend the use of Bloom AI across year levels and subject areas at St Hilda’s School, with the broader goal of inspiring educators in girls’ schools globally to leverage AI as a tool for empowerment, agency, and authentic learning.