Artificial intelligence has become increasingly widespread in the present era, and its effects have permeated various aspects of society. Research, as an inseparable part of education, is considered one of the main elements in the development and scientific progress of countries, and has been affected by this modern technology. On the one hand, it is necessary to use modern advances; on the other, to keep pace with them through appropriate education. Also, given that graduate students are potential researchers and future builders of their country, and that the quality of any research depends more than anything on the researcher, these students must have sufficient motivation to engage in research. In this regard, one of the most important psychological theories that discusses motivation is the social-cognitive theory. Therefore, the purpose of this study was to investigate the effect of an artificial intelligence training program in research based on social cognitive theory on research self-efficacy, research self-regulation, and research engagement. First, the training package was implemented as a preliminary exercise on 8 master\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\'s students from the targeted faculties to address potential problems. The next step of this study was conducted with 34 master\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\'s students, using random assignment to the experimental and control groups, and the results were analyzed using a repeated-measures test, a one-between, one-within design, and profile analysis. The results showed that the artificial intelligence in research training program based on the foundations of social cognitive theory can be effective in improving research self-regulation, research self- efficacy, and research engagement among master\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\\'s students.

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