Academic Self-Efficacy and Diversity during the Artificial Intelligence Era
DOI:
https://doi.org/10.65598/rps.5940Keywords:
Artificial Intelligence, self-efficacy, academic performance, gender differences, student confidence, higher education, technology adoptionAbstract
This study explores how university students engage with Artificial Intelligence (AI) tools and how these interactions affect their academic self-efficacy. It aims to identify the psychological and behavioral implications of AI usage in higher education, particularly in relation to students’ self-confidence, autonomy, gender, and perception of competence.
Using a quantitative research design, the study surveyed 226 Spanish university students through an ad hoc online questionnaire. The instrument measured AI usage patterns, perceived usefulness and limitations of AI tools, and students’ self-efficacy. Structural equation modeling was employed to analyze the relationships between perceived AI benefits, gender, and academic self-confidence.
The results show a significant and positive relationship between students' perception of AI usefulness and their self-efficacy. No statistically significant gender differences were found in either AI adoption or the manifestation of Dunning-Kruger effects. The overall use of AI tools was positively associated with students perceived academic competence.
This paper contributes to the growing body of literature on AI in education by focusing on its psychological effects, beyond technical performance. The study also raises awareness of the risks of overreliance and false self-confidence, calling for a more balanced integration of AI in academic settings.
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