Exploring the Impact of Using - ChatGPT in Light of Goal Orientations and Academic Self-Efficacy

Abstract

The emergence of generative AI, especially ChatGPT, has significantly impacted various institutions, including higher education, leading to increased debates among educators about its use. This study aimed to explore how student characteristics—particularly motivational goal orientations and academic selfefficacy—affect the intensity and manner of ChatGPT usage. It also investigated the consequences of using ChatGPT on Students' procrastination, academic performance, and academic flourishing. The study used scales measuring goal orientations, academic self-efficacy, ChatGPT usage, procrastination, and academic flourishing with a sample of 527 (242 male, 285 female) students from Damanhour University (73.2% undergraduate; 26.8% postgraduate). Academic performance was assessed through CGPA, and data were analysed using a structural equation model (SEM) to evaluate the proposed model’s adequacy. Findings revealed that students with high academic self-efficacy and learning goal orientation and prove performance goal orientation were less likely to use ChatGPT. Conversely, students with high levels of avoid performance goal orientation used ChatGPT more frequently. ChatGPT usage was associated with increased procrastination and decreased academic performance but did not significantly impact academic flourishing. Additionally, academic self-efficacy and the three goal orientations had varying indirect effects on students through their ChatGPT usage.