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This study focusses on the impact of ChatGPT on the self-esteem related to the academic performance of undergraduates, particularly with their confidence, motivation, and beliefs within the academic environment. Research was conducted with 249 diploma and degree students at a private institution in Malaysia, encompassing both onsite and online distance learning programs. This is a quantitative study in which data were analyzed using descriptive statistics, T-tests, and correlation analysis. The individuals’ academic self-esteem ratings revealed a moderate level of self-esteem (M = 3.50, SD = 1.01). Male individuals (M = 3.87, SD = 0.948) exhibited considerably elevated self-esteem levels compared to female individuals (M = 3.36, SD = 1.00, p < .001). Furthermore, degree students (M = 3.66, SD = 1.03) demonstrated significantly higher self-esteem ratings than certificate students (M = 3.39, SD = 0.998, p < .05). Nonetheless, there were no substantial differences in the mean academic self-esteem scores of conventional learners (M = 3.67, SD = 0.958) and online learners (M = 3.41, SD = 3.41, p > .05). association study indicates a substantial positive association (r = .704–.800, p < .01) between self-confidence in utilizing ChatGPT and the reported enhancement in academic concepts, task performance, and academic skill development. Despite the potential for significantly enhancing academic self-esteem, issues such as bias, plagiarism, and reliance on AI technologies and ChatGPT are highly worrying. The research highlights the significance of well-structured training programs.

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Artificial Intelligence in Education: ChatGPT’s Influence on Undergraduate Learning and Self-Belief

  • 章节

  • 发表日期：

    2026年

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  • Siti Kausar Zakaria,
  • Noraini Saro,
  • Ruuhina Mohd Sani,
  • Mahendran,
  • Nur ‘Izzatty Muhiddin,
  • Mohd Noor Daud

摘要

This study focusses on the impact of ChatGPT on the self-esteem related to the academic performance of undergraduates, particularly with their confidence, motivation, and beliefs within the academic environment. Research was conducted with 249 diploma and degree students at a private institution in Malaysia, encompassing both onsite and online distance learning programs. This is a quantitative study in which data were analyzed using descriptive statistics, T-tests, and correlation analysis. The individuals’ academic self-esteem ratings revealed a moderate level of self-esteem (M = 3.50, SD = 1.01). Male individuals (M = 3.87, SD = 0.948) exhibited considerably elevated self-esteem levels compared to female individuals (M = 3.36, SD = 1.00, p < .001). Furthermore, degree students (M = 3.66, SD = 1.03) demonstrated significantly higher self-esteem ratings than certificate students (M = 3.39, SD = 0.998, p < .05). Nonetheless, there were no substantial differences in the mean academic self-esteem scores of conventional learners (M = 3.67, SD = 0.958) and online learners (M = 3.41, SD = 3.41, p > .05). association study indicates a substantial positive association (r = .704–.800, p < .01) between self-confidence in utilizing ChatGPT and the reported enhancement in academic concepts, task performance, and academic skill development. Despite the potential for significantly enhancing academic self-esteem, issues such as bias, plagiarism, and reliance on AI technologies and ChatGPT are highly worrying. The research highlights the significance of well-structured training programs.