Modelling economics students’ use of ChatGPT and academic performance: insights from self-determination theory and epistemic curiosity
Abstract ChatGPT, a generative artificial intelligence (GAI) tool, has gained recognition as a valuable educational technology (EdTech) resource, yet its impact on students' academic outcomes in Ghana remains unclear. This study examined the impact of use of ChatGPT on academic achievement amon...
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| Format: | Article |
| Language: | English |
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Springer
2025-07-01
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| Series: | Discover Artificial Intelligence |
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| Online Access: | https://doi.org/10.1007/s44163-025-00373-y |
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| author | Bernard Yaw Sekyi Acquah Francis Arthur Iddrisu Salifu Enoch Mensah Ernest Opoku Sharon Abam Nortey Solomon Adjatey Tetteh |
| author_facet | Bernard Yaw Sekyi Acquah Francis Arthur Iddrisu Salifu Enoch Mensah Ernest Opoku Sharon Abam Nortey Solomon Adjatey Tetteh |
| author_sort | Bernard Yaw Sekyi Acquah |
| collection | DOAJ |
| description | Abstract ChatGPT, a generative artificial intelligence (GAI) tool, has gained recognition as a valuable educational technology (EdTech) resource, yet its impact on students' academic outcomes in Ghana remains unclear. This study examined the impact of use of ChatGPT on academic achievement among higher education (HE) students using the “interactive-constructive-active–passive (ICAP)” framework and “self-determination theory (SDT)”. A purposive sample of 457 HE economics students from a public university in Ghana was selected. The study used adapted scales of ICAP (i.e. measuring the use of ChatGPT), “desire to learn (DFL), self-efficacy (SE), beliefs about the future (BAF), epistemic curiosity (EP) and perceived academic performance (AP)”. Data were analysed using “partial least squares structural equation modelling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA)”. PLS-SEM results indicated that the use of ChatGPT (ICAP) positively influenced DFL, SE, BAF and AP. DFL and BAF were positively associated with AP, whereas SE showed a negative association with AP. Furthermore, DFL, SE and BAF mediated the relationship between the use of ChatGPT and AP. EP directly influenced DFL, SE and BAF and moderated the positive influence of ChatGPT usage on DFL and BAF. FsQCA results revealed four configurations for achieving high AP. This study highlights the positive role of ChatGPT in the academic performance of economics students and underlines the importance of considering multiple factors in policy and intervention strategies to optimise the use of AI in higher education. |
| format | Article |
| id | doaj-art-9309bf128eb745b7bf79edf9e872ada2 |
| institution | Kabale University |
| issn | 2731-0809 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Springer |
| record_format | Article |
| series | Discover Artificial Intelligence |
| spelling | doaj-art-9309bf128eb745b7bf79edf9e872ada22025-08-20T03:45:35ZengSpringerDiscover Artificial Intelligence2731-08092025-07-015112410.1007/s44163-025-00373-yModelling economics students’ use of ChatGPT and academic performance: insights from self-determination theory and epistemic curiosityBernard Yaw Sekyi Acquah0Francis Arthur1Iddrisu Salifu2Enoch Mensah3Ernest Opoku4Sharon Abam Nortey5Solomon Adjatey Tetteh6Department of Business and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastCentre for Coastal Management- Africa Centre of Excellence in Coastal Resilience, Department of Fisheries and Aquatic Sciences, University of Cape CoastDepartment of Education and Psychology, University of Cape CoastInstitute of Education, School of Educational Development and Outreach, College of Education Studies, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastDepartment of Business and Social Sciences Education, Faculty of Humanities and Social Sciences Education, University of Cape CoastAbstract ChatGPT, a generative artificial intelligence (GAI) tool, has gained recognition as a valuable educational technology (EdTech) resource, yet its impact on students' academic outcomes in Ghana remains unclear. This study examined the impact of use of ChatGPT on academic achievement among higher education (HE) students using the “interactive-constructive-active–passive (ICAP)” framework and “self-determination theory (SDT)”. A purposive sample of 457 HE economics students from a public university in Ghana was selected. The study used adapted scales of ICAP (i.e. measuring the use of ChatGPT), “desire to learn (DFL), self-efficacy (SE), beliefs about the future (BAF), epistemic curiosity (EP) and perceived academic performance (AP)”. Data were analysed using “partial least squares structural equation modelling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA)”. PLS-SEM results indicated that the use of ChatGPT (ICAP) positively influenced DFL, SE, BAF and AP. DFL and BAF were positively associated with AP, whereas SE showed a negative association with AP. Furthermore, DFL, SE and BAF mediated the relationship between the use of ChatGPT and AP. EP directly influenced DFL, SE and BAF and moderated the positive influence of ChatGPT usage on DFL and BAF. FsQCA results revealed four configurations for achieving high AP. This study highlights the positive role of ChatGPT in the academic performance of economics students and underlines the importance of considering multiple factors in policy and intervention strategies to optimise the use of AI in higher education.https://doi.org/10.1007/s44163-025-00373-yChatGPTEpistemic curiosityFsQCAInteractive-constructive-active-passivePerceived academic performanceSelf-determination theory |
| spellingShingle | Bernard Yaw Sekyi Acquah Francis Arthur Iddrisu Salifu Enoch Mensah Ernest Opoku Sharon Abam Nortey Solomon Adjatey Tetteh Modelling economics students’ use of ChatGPT and academic performance: insights from self-determination theory and epistemic curiosity Discover Artificial Intelligence ChatGPT Epistemic curiosity FsQCA Interactive-constructive-active-passive Perceived academic performance Self-determination theory |
| title | Modelling economics students’ use of ChatGPT and academic performance: insights from self-determination theory and epistemic curiosity |
| title_full | Modelling economics students’ use of ChatGPT and academic performance: insights from self-determination theory and epistemic curiosity |
| title_fullStr | Modelling economics students’ use of ChatGPT and academic performance: insights from self-determination theory and epistemic curiosity |
| title_full_unstemmed | Modelling economics students’ use of ChatGPT and academic performance: insights from self-determination theory and epistemic curiosity |
| title_short | Modelling economics students’ use of ChatGPT and academic performance: insights from self-determination theory and epistemic curiosity |
| title_sort | modelling economics students use of chatgpt and academic performance insights from self determination theory and epistemic curiosity |
| topic | ChatGPT Epistemic curiosity FsQCA Interactive-constructive-active-passive Perceived academic performance Self-determination theory |
| url | https://doi.org/10.1007/s44163-025-00373-y |
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