Peer Support as a Moderator of the Association Between Self-Efficacy and Learning Motivation Among High School Students Using Artificial Intelligence

Abstract

Artificial intelligence (AI) is increasingly integrated into educational practices, creating new opportunities and challenges for students’ learning motivation. This study examined the association between self-efficacy and learning motivation and investigated whether peer support moderated this relationship among high school students using AI for learning. A cross-sectional study was conducted with 141 Grade 11 students in Jakarta, Indonesia. Bayesian correlation and hierarchical regression analyses were employed to evaluate the relationships among the variables. Self-efficacy showed a strong positive association with learning motivation (ρ = 0.75, 95% CrI [0.66, 0.81]) and substantially increased explained variance. Peer support showed limited evidence of a direct association with learning motivation. The self-efficacy x peer support interaction was small (B = 0.01, 95% CrI [0.00, 0.02]) and yielded BF10 = 0.02, providing evidence in favor of the null hypothesis rather than a reliable moderation effect. These findings identify self-efficacy as a robust correlate of learning motivation, whereas the role of peer support as a moderator remains unsupported in the present sample.