KMAN Publication Inc. (KMANPUB) Journal of Adolescent and Youth Psychological Studies (JAYPS) 2981-2526 7 Serial Number 43 2026 03 22 Interplay of Cognitive Flexibility and Adaptive Emotion Regulation as Predictors of Academic Success in AI-Enhanced Learning Environments Interplay of Cognitive Flexibility and Adaptive Emotion Regulation as Predictors of Academic Success in AI-Enhanced Learning Environments 1 9 10.61838/kman.jayps.4917 EN Journal Article 2025 09 01 <table> <tbody> <tr> <td> <p><strong>Objective:</strong> The objective of this study was to examine the interactive predictive roles of cognitive flexibility and adaptive emotion regulation on academic success among university students learning in artificial intelligence–enhanced educational environments.</p> <p><strong>Methods and Materials: </strong>This quantitative cross-sectional correlational study was conducted among 317 undergraduate students from major public universities in Tehran who were enrolled in courses supported by AI-based learning platforms. Participants completed validated questionnaires measuring cognitive flexibility, adaptive emotion regulation, engagement with AI-enhanced learning systems, and academic success. Data were analyzed using descriptive statistics, Pearson correlations, hierarchical multiple regression, and structural equation modeling with SPSS 26 and AMOS 24. Model fit was evaluated using standard goodness-of-fit indices including CFI, TLI, RMSEA, and SRMR.</p> <p><strong>Findings: </strong>Hierarchical regression revealed that after controlling for demographic variables and AI-learning engagement, cognitive flexibility (β = .31, p &lt; .001) and adaptive emotion regulation (β = .36, p &lt; .001) significantly predicted academic success, together explaining 56% of the total variance. Structural equation modeling demonstrated strong direct effects of cognitive flexibility (β = .34, p &lt; .001) and adaptive emotion regulation (β = .39, p &lt; .001) on academic success, as well as significant indirect effects mediated through AI-learning engagement (β = .41, p &lt; .001). The overall model exhibited satisfactory fit to the data (CFI = .95, TLI = .94, RMSEA = .061, SRMR = .047).</p> <p><strong>Conclusion: </strong>The findings indicate that cognitive flexibility and adaptive emotion regulation are critical psychological determinants of academic success in AI-enhanced learning environments and operate both directly and through strengthening students’ engagement with intelligent educational systems.</p> </td> </tr> </tbody> </table> https://journals.kmanpub.com/index.php/jayps/article/download/4917/8892