Self-efficacy as a mediator between ChatGPT usage and research motivation among postgraduate students

Abstract

This study investigated the mediating role of self-efficacy in the relationship between ChatGPT usage and research motivation among postgraduate students. A cross-sectional design was employed with 324 postgraduate students from Egyptian universities. Participants completed questionnaires to assess their usage of ChatGPT, students’ self-efficacy, and student motivation for research. Structural equation modeling revealed a significant partial mediation model where self-efficacy accounted for 34.13% of the total effect of ChatGPT usage on research motivation, while a substantial direct effect (65.86%) remained. ChatGPT usage significantly predicted both self-efficacy (β = .574, p < .001) and research motivation (β = .372, p < .001), with self-efficacy significantly predicting research motivation (β = .336, p < .001). The results suggest that ChatGPT functions as both a technical aid and a psychological tool that enhances students' confidence in their research capabilities, consequently improving their motivation to engage in research activities. The findings show that intentional leveraging of AI tools can positively affect students’ research experience, emphasizing the importance of the balance that would help to foster independent skill development.