2026· International journal of research and innovation in social science· 0 citations
TL;DR
Results imply that achievement-oriented students are also more likely to self-regulate their effort and socialise with writing behaviour of others, which indicates an inter-related motivational profile.
Abstract
In the digital age, artificial intelligence tools such as ChatGPT are increasingly used to support writing practices. Grounded in David McClelland‘s Theory of Needs (1965), this study explores writing strategies used by university students as well as their motivational needs to use ChatGPT. The study is based on the notion that by understanding what motivates students to write can inform teaching practice as well as how academic institutions currently expect students to use AI tools. This study employed a quantitative survey approach involving 150 undergraduate students from a public university in Malaysia. The instrument consisted of a five-point Likert-scale questionnaire containing 43 items adapted from established studies on writing strategies and ChatGPT usage. The adapted instrument demonstrated satisfactory validity and strong internal consistency, with Cronbach’s alpha values ranging from .804 to .940. Findings reveal statistically significant differences in the needs of writers by gender (p = 0.005) but not by discipline (p = 0.085). This indicated that all three motivational needs were positively met by the students, showing moderate high levels of engagement. The Need for Achievement had strong positive correlations with Need for Power (r =. 602, p <. in the Present, Need for Autonomy (r = 01) and Affiliation (r =. 568, p <. 01). These results imply that achievement-oriented students are also more likely to self-regulate their effort and socialise with writing behaviour of others, which indicates an inter-related motivational profile. This study has large implications for writing teachers, and curriculum developers, suggesting that the interplay between motivational needs and AI tool usage should be considered when designing writing instruction.
The findings suggest that the use of ChatGPT may be associated with changes in students’ motivation toward academic writing and highlight the importance of promoting balanced and responsible use of AI tools in educational contexts.
Astriana Talango, Nonny Basalama, D. Dama· Research Review: Jurnal Ilmi...· 0 citations
The research findings indicate that ChatGPT enhances the efficiency of academic writing by accelerating information retrieval, idea development, outline creation, and time management, while still requiring students to engage in verification, paraphrasing, and the use of scholarly sources.
This paper aims to investigate the benefits and drawbacks of ChatGPT in the context of EFL writing in Saudi Arabia. Forty-seven university students were selected to participate in the study voluntarily. To combine the depth of qualitative responses with the breadth of quantitative data, they responded to a survey and follow-up interviews. The dataset included both quantitative and qualitative data, which strengthened the scope of analysis. The findings showed that the participants perceived ChatGPT as a helpful tool for improving grammatical structures and vocabulary. Nonetheless, there is less impact on motivation and confidence. Perceptions varied by gender, discipline, and experience with use. The frequency of use strongly correlated with the perceived usefulness of ChatGPT. The interview yielded results supporting ChatGPT’s role in enhancing writing accuracy, organization, and self-confidence. Findings also raised some concerns about the output generated by ChatGPT and its potential for overreliance. Based on the findings, the study suggests teacher training on the responsible use of AI tools for writing skills. Some implications and areas of further research were also put forward at the end of the study.
A. Alqahtani, Ghazwan Mohammed Saeed Mohammed· World Journal of English Lan...· 0 citations
The research investigates the use of ChatGPT by EFL learners for their thesis writing in Hamzanwadi University. A sequential explanatory mixed-methods design was utilized whereby quantitative data were collected through questionnaires from 55 participants who are in the eighth semester while qualitative data were obtained from semi-structured interviews conducted with five purposive respondents. The study results showed a high level of functional reliance on ChatGPT with respect to the ability to understand certain complex theories, improve the grammar, and write paragraphs among students. Yet, psychological and cognitive dependence of students were at moderate levels. Hence, students are able to retain their critical thinking abilities and independence in academic pursuits and consider AI as their cooperating language helper rather than cognitive worker's replacement. Such a phenomenon that may be called "Controlled Reliance" proves that expansion of AI technologies application is not a reason for the lack of independent thinking. Therefore, the higher education institutions are encouraged to devise AI literacy courses aimed at enhancing the usage of artificial intelligence rather than prohibitive measures.
M. Rizki, Siti Maysuroh, Laila Wati et al.· Jurnal Pendidikan, Sains, Ge...· 0 citations
Findings carry pertinent pedagogical implications, suggesting that higher education practitioners should systematically integrate AI scaffolding into writing instruction to enhance self-regulated learning and writing behaviors.
Amirah Athirah Amir Yazid, N. Hasni, M. S. Y. Shak et al.· International journal of res...· 0 citations
Type of the article: Research ArticleGenerative artificial intelligence increasingly supports knowledge work in education and professional settings, yet its usefulness remains underexplored among people who combine study and employment. This study examines how working students perceive ChatGPT’s usefulness in selected professional applications. The study uses data from a quantitative online survey of 419 working students from five age groups conducted in Poland between April and June 2024. The questionnaire measured current and expected usefulness of ChatGPT in selected professional roles, motives for use, and the most frequently used version of the tool. The analysis used Kruskal-Wallis tests, post-hoc multiple comparisons, Cochran’s Q test, planned McNemar comparisons, Pearson’s chi-square tests, and effect-size measures. Most respondents used the Free version (n = 329), while smaller groups used Premium (n = 67) or Other variants (n = 23). Information retrieval was the most frequently reported motive for using ChatGPT (n = 298; 71.1%), followed by assistance in learning new skills (n = 249; 59.4%). Age-related differences appeared in the current assessment of ChatGPT as a customer relations specialist (p = 0.0018) and secretary (p = 0.0083), with respondents aged 40-50 assigning higher ratings in these roles. Younger respondents reported using ChatGPT for skill development more often than older respondents (p < 0.001). ChatGPT version also differentiated use: Premium users more often reported routine document preparation, code generation, and data analysis, while Other-version users more often reported code generation and data analysis. The findings show that working students perceive ChatGPT primarily as a knowledge-support tool rather than a substitute for professional roles.
Kacper Sieciński, M. Oliński· Knowledge & Performance Mana...· 0 citations
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