Examining the Impact of AI based Chatbots on Academic Self-Efficacy and Self-Regulation among University Students

Authors

  • Izza Tanveer MS Psychology (Scholar) Riphah International University, Islamabad, Pakistan
  • Shakir Iqbal Assistant Professor, Department of Applied Psychology Muslim Youth University Islamabad, Pakistan
  • Dr. Aftab Hussain Assistant Professor, Department of Applied Psychology Riphah International University, Islamabad, Pakistan

DOI:

https://doi.org/10.47205/jdss.2024(5-II-S)45

Keywords:

Artificial Intelligence, Chatbots, Academic Self-Efficacy, Self-Regulation

Abstract

The present study aimed to investigate the impact of Artificial Intelligence (AI) Chatbots on academic self-efficacy and self-regulation among university students. To test the moderating effect of self-regulation on the association between AI Chatbots and academic self-efficacy. In addition, the research aligns with highlighted social debates surrounding ethical quandaries surrounding AI adoption in education. Using purposive sampling technique data was collected from universities students (N = 350) based in Rawalpindi and Islamabad. Along with demographic information, data was collected on the measures of the Human-Computer Trust Scale, Academic Self-Efficacy Scale, and Short-Form Self-Regulation Questionnaire to assess study variables. Results showed that AI Chatbots and Self-Regulation positively predict academic self-efficacy. AI Chatbots help in growing educational technologies and provide the education sector and policymakers for enhancing the level of education by adding tools for performance.

Vol. 5 No. 2 (2024) April to June - Special Issue Cover

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Published

2024-06-15

Details

    Abstract Views: 62
    PDF Downloads: 34

How to Cite

Tanveer, I., Iqbal, S., & Hussain, A. (2024). Examining the Impact of AI based Chatbots on Academic Self-Efficacy and Self-Regulation among University Students. Journal of Development and Social Sciences, 5(2), 468–477. https://doi.org/10.47205/jdss.2024(5-II-S)45

Issue

Vol. 5 No. 2 (2024): April to June - Special Issue

Section

Articles

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