AI chatbot usage intensity, academic motivation, and self-efficacy among mathematics education students
DOI:
https://doi.org/10.29408/jel.v12i3.34820Keywords:
academic motivation, AI chatbot, AI usage intensity, self-efficacyAbstract
AI chatbots have become a common source of academic assistance; however, their psychological value for mathematics education students remains unclear when use is considered only in terms of usage intensity. This study examined whether AI chatbot usage intensity is associated with academic motivation and academic self-efficacy among undergraduate mathematics education students. A quantitative correlational design was applied to data from 47 students selected through purposive sampling. Data were collected using an AI chatbot usage intensity measure assessing frequency and duration of use, an academic motivation questionnaire, and an academic self-efficacy questionnaire. Descriptive statistics and Spearman’s rho were used because the normality assumption was not fully met. The correlation tests showed no significant association between AI chatbot usage intensity and academic motivation (ρ = 0.068, p = 0.649) or academic self-efficacy (ρ = -0.045, p = 0.763). In this sample, more frequent or longer chatbot use was not significantly associated with stronger academic motivation or academic self-efficacy, suggesting that usage frequency and duration alone may not sufficiently explain students’ psychological learning outcomes. Future research should examine the purpose, quality, and reflective aspects of chatbot interaction beyond usage frequency and duration.
References
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Bekalu, M. A., Sato, T., & Viswanath, K. (2023). Conceptualizing and measuring social media use in health and well-being studies: Systematic review. Journal of Medical Internet Research, 25, e43191. https://doi.org/10.2196/43191
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652–661. https://doi.org/10.1177/1744987120927206
Darmayanti, K. K. H., Meyrinda, J., Anggraini, E., Utami, A. N., Martha, A. S. D., Faizah, L., Maulina, D., & Seniati, A. N. L. (2024). Testing psychometric property on the Indonesian Academic Self-Efficacy Scale (TIASS). Jurnal Psikologi, 23(2), 154–175. https://doi.org/10.14710/jp.23.2.154-175
Dewi Purnama Sari, Alinurdin, & Salwa Alifah, R. P. (2025). Hubungan ChatGPT dan motivasi belajar dengan kemampuan pemecahan masalah matematis siswa [The relationship between ChatGPT and learning motivation and students’ mathematical problem-solving skills]. Jurnal Pancasila dan Kewarganegaraan (JUPANK), 5(1), 665–672. https://doi.org/10.36085/jupank.v5i1.8066
Hadid, S., Ramadhani, U., Dian Suari, S., & Eka Putri, A. G. (2024). Analisis dampak penggunaan chatbot AI dalam pembelajaran di kalangan mahasiswa PGSD Universitas Jambi [An analysis of the impact of AI chatbots on learning among elementary education students at the University of Jambi]. Jurnal Pendidikan Terapan, 2(3), 160–166. https://doi.org/10.61255/jupiter.v2i3.461
Hanshaw, G., Vance, J., & Brewer, C. (2024). Exploring the effectiveness of AI course assistants on the student learning experience. Open Praxis, 16(4), 627–644. https://doi.org/10.55982/openpraxis.16.4.719
Huang, W., Jiang, J., King, R. B., & Fryer, L. K. (2025). Chatbots and student motivation: A scoping review. International Journal of Educational Technology in Higher Education, 22(1), 24. https://doi.org/10.1186/s41239-025-00524-2
Jayaputri, H. E. (2024). ChatGPT in action: Unraveling its impact on student motivation in English language learning. Scope: Journal of English Language Teaching, 8(2), 448. https://doi.org/10.30998/scope.v8i2.22375
Kharis, M., Ediyanto, Wijaya, D., Yafie, E., & Waluyo, B. (2024). The impact of AI usage on transforming student learning culture in Indonesia in alignment with SDG 4. Journal of Ecohumanism, 3(8), 1651–1661. https://doi.org/10.62754/joe.v3i8.4845
Li, C., & Lyu, B. (2025). Investigating the motivational and knowledge affordances of conversational AI using induction, concretization, and exemplification in math learning. British Journal of Educational Technology, 56(5), 1814–1841. https://doi.org/10.1111/bjet.13612
Li, K. (2025). Factors influencing learners’ learning interest when using AI chatbot–assisted math learning in higher education. Frontiers in Psychology, 16, 1716913. https://doi.org/10.3389/fpsyg.2025.1716913
Luthfiyyah, K., Zhafira, L., Nurani, S., & Giwangsa, S. F. (2024). Analisis peran artificial intelligence (AI): ChatGPT dalam perkuliahan di kalangan mahasiswa PGSD Universitas Pendidikan Indonesia [Analysis of the role of artificial intelligence (AI): ChatGPT in classroom instruction among elementary education (PGSD) students at the Indonesia University of Education]. Jurnal Pendidikan Tambusai, 8(1), 5282–5290. https://jptam.org/index.php/jptam/article/view/13221
Morell-Mengual, V., Fernández-García, O., Berenguer, C., Ortega-Barón, J., Gil-Llario, M. D., & Estruch-García, V. (2025). Characteristics, motivations, and attitudes of students using ChatGPT and other language model-based chatbots in higher education. Education and Information Technologies, 30(15), 22257–22274. https://doi.org/10.1007/s10639-025-13650-1
Nurjannah, N., Heriyanti, A., Irmayanti, & Khatimah, H. (2024). Analisis pengaruh penggunaan ChatGPT terhadap kepercayaan diri dan keyakinan mahasiswa dalam memecahkan masalah matematika [An analysis of the effect of ChatGPT use on college students’ self-confidence and confidence in solving math problems]. Jurnal MathEdu (Mathematic Education Journal), 7(3), 149–155. https://doi.org/10.37081/mathedu.v7i3.6069
Prasetya, R. E., & Syarif, A. (2023). ChatGPT as a tool for language development: Investigating its impact on proficiency and self-evaluation accuracy in Indonesian higher education. Voices of English Language Education Society, 7(3), 402–415. https://doi.org/10.29408/veles.v7i3.19303
Ramadan, F., Sari, P. K., & Murti, Y. R. (2024). Examining students’ motivation to continue using AI-chatbot for academic assignment. Jurnal Sistem Informasi, 20(2), 18–31. https://doi.org/10.21609/jsi.v20i2.1417
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Saifullah, S., Yawan, H., Syafitri, N., & Nurhaliza, S. (2024). Integrating AI chatbot into learning management system: Enhancing student engagement and learning outcomes. Dharmas Education Journal, 5(2), 1346–1359. https://doi.org/10.56667/dejournal.v5i2.1605
Schutte, N. S., & Li, H. (2025). The role of self-efficacy and curiosity in student use of artificial intelligence (AI). International Journal of Educational Technology in Higher Education, 22(1), 73. https://doi.org/10.1186/s41239-025-00574-6
Septiyanti, N. D., Luthfi, M. I., & Darmawansah, D. (2024). Effect of chatbot-assisted learning on students’ learning motivation and its pedagogical approaches. Khazanah Informatika: Jurnal Ilmu Komputer dan Informatika, 10(1), 69–77. https://doi.org/10.23917/khif.v10i1.4246
Taherdoost, H. (2018). Validity and reliability of the research instrument: How to test the validation of a questionnaire/survey in a research. International Journal of Academic Research in Management, 5(3), 28–36. https://doi.org/10.2139/ssrn.3205040
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003–1017. https://doi.org/10.1177/0013164492052004025
Wandini, W. T., Nugroho, D. R., Ulya, E. D., & Mulyono, M. (2025). Pengaruh penggunaan artificial intelligence ChatGPT dalam penyelesaian tugas terhadap motivasi belajar mahasiswa [The effect of using ChatGPT artificial intelligence to complete assignments on students’ motivation to learn]. RIGGS: Journal of Artificial Intelligence and Digital Business, 4(4), 7145–7151. https://doi.org/10.31004/riggs.v4i4.4688
Waziana, W., Andewi, W., Hastomo, T., & Hasbi, M. (2024). Students’ perceptions about the impact of AI chatbots on their vocabulary and grammar in EFL writing. Register Journal, 17(2), 352–382. https://doi.org/10.18326/register.v17i2.352-382
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Henny Ekana Chrisnawati, Nigel Kris Handoko, Muhammad Ikhsanudin Zaid, Getut Pramesti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with the Jurnal Elemen agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Jurnal Elemen is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
