ARTICLES
DOI DOI: 10.66434/ijspsy.v6i2.520

Exploring the relationship between artificial intelligence dependency and academic outcomes: Roles of academic self-efficacy and motivation among final year students

Gbenusola Akinwale 1, Victor Ojakorotu1, Mobolaji Gabriel Ode2
  1. 1 North-West University, South Africa
  2. 2 University of Lagos, Nigeria

Abstract

This study examined the relationship between dependency on AI, academic motivation, and academic self-efficacy among undergraduate students in Lagos, Nigeria, while investigating the moderating roles of gender and age. The increasing use of AI technologies, especially generative AI like ChatGPT, has raised global concerns about AI dependency and its effects on cognition, academic honesty, and ethics. The study seeks to investigate the relationships between AI dependency and academic self-efficacy and between AI dependency and academic motivation. The study also explored the relationship between AI dependency and academic self-efficacy, and lastly, investigated the relationship between AI dependency and academic motivation. A cross-sectional survey design was used to collect data from 400 undergraduates through stratified random sampling from the University of Lagos and Lagos State University, covering varying levels and faculties of academia. The study results showed a significant negative relationship between AI dependence and academic self-efficacy (r = -0.107, p < 0.05). On the other hand, we find that AI dependence has a significant positive relationship with academic motivation (r = 0.436, p < 0.001). Hierarchical regression analyses showed that gender was a significant moderator of the relationship between AI dependence and academic self-efficacy (∆R² = 0.039, p < .001), which indicates the relationship between AI dependence and academic self-efficacy differed across genders. Age was not a significant moderator of the relationship between AI dependence and academic motivation (p > .05). These findings underscore the complex role of AI in higher education, suggesting that while AI integration may boost motivation, it could inadvertently reduce students’ self-belief in their academic abilities. The results highlight the need for balanced AI usage strategies and targeted interventions that foster both motivation and self-efficacy among Nigerian university students. The study concludes that there is a significant relationship among AI dependency, academic self-efficacy, and academic motivation.

How to Cite

Akinwale , G., Ojakorotu, V., & Ode, M. G. (2026). Exploring the relationship between artificial intelligence dependency and academic outcomes: Roles of academic self-efficacy and motivation among final year students. International Journal of Studies in Psychology, 6(2), 24–31. https://doi.org/10.66434/ijspsy.v6i2.520
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