Predicting Academic Amotivation from ChatGPT Use Among a Cohort of  Kuwaiti Undergraduates

Haidar F. M.  Alameir

doi:10.65205/jcct.2025.2976

Authors

Haidar F. M. Alameir Researcher, Public Authority for Applied Education and Training, Kuwait https://orcid.org/0009-0008-7092-116X

DOI:

https://doi.org/10.65205/jcct.2025.2976

Keywords:

ChatGPT, Academic Amotivation, Self-Determination Theory, Motivation, Higher Education

Abstract

Based on Self-Determination Theory (SDT), this study was designed to test whether ChatGPT use predicts academic amotivation, and to examine age and gender differences in these variables using a sample of Kuwaiti undergraduates. A cross-sectional online survey was conducted with 222 students at the Public Authority for Applied Education and Training. Data were analyzed using non-parametric tests and linear regression. Findings indicated that while females reported slightly higher, though non-statistically significant ChatGPT use, males showed significantly greater academic amotivation (U = 3585.50, p = 0.016). Regression analysis revealed that ChatGPT use was a small but significant predictor of academic amotivation (β = 0.202, p = 0.003), explaining 4.1% of the variance. The results suggest that while AI tools can offer support, increased reliance may correlate with diminished academic engagement. This study underscores the need for educational strategies that promote a balanced and critical integration of AI to support rather than undermine student motivation.

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References

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