Academic Self-Efficacy, Online Learning Motivation, and Perceptions of ChatGPT Among Higher Education Students

Online learning requires students to maintain confidence and motivation while independently managing academic and technological challenges. The growing use of ChatGPT has introduced further opportunities and concerns regarding technology-supported learning. This study examined academic self-efficacy, online learning motivation, and perceptions of ChatGPT among higher-education students. It also investigated differences according to gender, field of study, and level of study and examined the relationships among the variables. A quantitative survey design was employed with a convenience sample of 162 respondents. Data were collected using a 53-item, five-point Likert-scale questionnaire adapted from Fowler (2018) and Youssef et al. (2024) and analysed using descriptive statistics, independent-samples t-tests, and Pearson correlation analysis. Students generally demonstrated positive academic self-efficacy, online learning motivation, and perceptions of ChatGPT. No significant differences in online learning motivation or perceptions of ChatGPT were identified according to gender or field of study. However, degree students demonstrated higher online learning motivation and more positive perceptions of ChatGPT than diploma students. Academic self-efficacy was positively related to expectancy, value, social support, and perceptions of ChatGPT. The findings highlight the importance of strengthening students’ confidence, providing meaningful and socially supportive online learning experiences, and integrating ChatGPT through structured AI-literacy guidance that promotes critical and responsible use.

academic self-efficacy; online learning motivation; ChatGPT; higher education students; technology-supported learning

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