ARTIFICIAL INTELLIGENCE ANXIETY, SELF-EFFICACY AND ACADEMIC PERFORMANCE AMONG UNIVERSITY STUDENTS

Abstract

The rapid integration of artificial intelligence (AI) technologies into higher education has introduced both opportunities and challenges for university students. This study explores the interrelationships among AI anxiety, self-efficacy, and academic performance. AI anxiety refers to students' emotional apprehension toward AI tools used in educational settings, while self-efficacy denotes their belief in their capacity to accomplish academic tasks. Drawing on a quantitative, correlational research design, data were collected from a sample of undergraduate students using standardized instruments measuring AI anxiety, general academic self-efficacy, and academic performance via grade point average (GPA). Results indicate that AI anxiety is negatively correlated with both self-efficacy and academic performance, while self-efficacy demonstrates a significant positive association with academic achievement. These findings highlight the importance of enhancing AI literacy and self-belief in educational contexts to mitigate the adverse effects of AI-related stress and improve student learning outcomes.