Use of ChatGPT and Student Learning Motivation: A Self-Determination Theory Perspective

Friscilla Wulan Tersta; Hidayatul Arief; Mar’Atun Sholiha; Amir Syarifuddiin; Risdalina Risdalina

doi:10.22437/proca.v2i1.50581

Authors

Friscilla Wulan Tersta Department of Education, Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36361, Indonesia
Hidayatul Arief Department of Social Sciences Education, Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36361, Indonesia
Mar’Atun Sholiha Department of Language and Literature Education, Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36361, Indonesia
Amir Syarifuddiin Department of Social Sciences Education, Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36361, Indonesia
Risdalina Department of Early Childhood and Elementary Education, Faculty of Teacher Training and Education, Universitas Jambi, Jambi, 36361, Indonesia

DOI:

https://doi.org/10.22437/proca.v2i1.50581

Keywords:

Chatgpt, Learning, Motivation

Abstract

The use of ChatGPT is increasingly widespread in higher education, but previous research has shown inconsistent impacts on students' learning processes and motivation. This indicates the need for more in-depth studies on how this technology influences the psychological aspects underlying learning motivation. This study aims to analyze the effect of ChatGPT use on students' learning motivation through four main predictors within the Self-Determination Theory (SDT) framework: stress–strain, perceived choice, perceived competence, and perceived value. A quantitative approach was used with a variance-based Structural Equation Modeling (PLS-SEM) design. A total of 2,027 fifth-semester students at the University of Jambi participated in this study by completing a 5-point Likert-scale questionnaire adapted from previous instruments. The analysis showed that ChatGPT use significantly affected all predictors of learning motivation. ChatGPT use reduced tension-pressure and positively increased perceived choice, perceived competence, and perceived value. These findings indicate that ChatGPT plays a role as a learning aid that can meet students' needs for autonomy, competence, and perceived value, thus potentially strengthening their learning motivation. Practically, the results of this study recommend the integration of ChatGPT in learning as support for independent learning and improving academic understanding, accompanied by appropriate AI literacy policies.

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