Academic self-efficacy and dependence on artificial intelligence in a sample of university students

Abstract

This research aimed to determine whether there is a relationship between academic self-efficacy and dependence on artificial intelligence in a sample of Peruvian university students. A quantitative, non-experimental, correlational, and cross-sectional study was conducted. The sample consisted of 186 students of both sexes, selected through probabilistic sampling, who were administered the Specific Academic Situations Perceived Self-Efficacy Scale and the Artificial Intelligence Dependence Scale, instruments that showed adequate metric properties. The results showed that the level of academic self-efficacy was medium, while the dependence on artificial intelligence was moderate. Furthermore, it was found that men and students between the ages of 25 and 34 had slightly higher levels of academic self-efficacy. In comparison, those between the ages of 16 and 24 experienced higher levels of dependence on artificial intelligence. On the other hand, the Pearson correlation coefficient (r) between both variables was-0.299 (p<0.05). It was concluded that there is an inverse and significant relationship between academic self-efficacy and dependence on artificial intelligence in the sample of Peruvian university students. In other words, as academic self-efficacy increases, the level of dependence on artificial intelligence tools decreases.