Learner agency and autonomy are foundational to personal development, yet a pervasive "jingle-jangle" fallacy (i.e. identical terms denoting different constructs, distinct terms denoting identical ones) has substantially hindered cumulative knowledge. Treating meaning as a phenomenon constituted through use in linguistic practice, we extracted 8,954 definitions and 2,700 scale items from over 14,000 publications, to investigate how researchers actually used learner agency and autonomy with a semantic analysis pipeline. The definitional landscape of two constructs resolves into three dimensions: regulation and control of learning (task), intrinsic motivation and internal decision-making (person), and social-relational action (sociocultural), thereby empirically quantifying the jingle-jangle fallacy. Existing scales, however, systematically underrepresent the sociocultural dimension. Critically, current generative AI research in education concentrates on learning regulation and control, narrowing the behavioral repertoire that AI-mediated learning environments are designed to cultivate. Beyond conceptual clarification, this work carries direct implications for conceptualization, measurement, and practice towards supporting the multidimensional learner agency and autonomy.

翻译：学习者能动性与自主性是个人发展的基石，然而普遍存在的"同名异义、异名同义"谬误（即同一术语指代不同构念，不同术语指代相同构念）严重阻碍了知识的累积。本文将意义视为语言实践使用中构成的现象，从超过14,000篇出版物中提取了8,954条定义和2,700个量表条目，通过语义分析流程探究研究者实际如何使用学习者能动性与自主性。两个构念的定义图景可分解为三个维度：学习的调节与控制（任务维度）、内在动机与内部决策（个体维度），以及社会关系行动（社会文化维度），从而经验性地量化了"同名异义、异名同义"谬误。然而，现有量表系统性地低估了社会文化维度。关键的是，当前教育领域的生成式人工智能研究集中于学习调节与控制，窄化了AI中介学习环境所旨在培养的行为库。除概念澄清外，本研究对支持多维度学习者能动性与自主性的概念化、测量及实践具有直接启示。