<![CDATA[This study aims to examine the predictive relationship of metacognitive regulation on the critical thinking of students using ChatGPT. Employing a quantitative ex post facto design, this study involved 175 students from the 2022 cohort selected through incidental sampling. Data were collected using standardized questionnaires and analyzed through descriptive statistics and multiple linear regression. The results indicate that the majority of respondents fall into the low category for metacognitive regulation (planning 51.4%, monitoring 47.4%, evaluation 45.1%) and critical thinking (55.4%). Hypothesis testing reveals a significant positive statistical relationship between metacognitive regulation and critical thinking (p < 0.001), with a strong correlation (R = 0.760) and a 57.0% contribution to variance (Adjusted R² = 0.570). The evaluation dimension exerts the largest partial influence. These findings suggest that metacognitive regulation acts as a crucial cognitive filter determining the quality of student-AI interactions. Students who actively plan, monitor, and evaluate their thinking processes while using ChatGPT demonstrate higher critical thinking skills. Therefore, integrating learning strategies that emphasize self-regulation and cross-verification of AI-generated information is essential. However, as an incidental sampling approach was used, the generalization of these findings should be interpreted with caution.]]>
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