EXPLORING HOW CHATGPT SUPPORTS ACADEMIC SELF-EFFICACY: A FOCUS GROUP STUDY OF PREMIUM STUDENT USERS IN DENMARK
TL;DR
This study explores how ChatGPT supports academic self-efficacy among premium student users in Denmark and concludes that ChatGPT can strengthen academic self-efficacy when it is used as a learning sup-port tool rather than a substitute for thinking.
Abstract
The rapid growth of generative artificial intelligence has trans-formed how university students search for information, understand course materials, organize ideas, and complete academic tasks. Among these tools, ChatGPT has become increasingly prominent in higher education because it can provide instant explanations, inter-active feedback, writing assistance, and brainstorming support. However, the educational value of ChatGPT should not be viewed only in terms of efficiency. It is also important to examine whether sustained use of AI tools can strengthen students’ academic self-efficacy, namely their belief in their ability to understand academic content, complete assignments, and manage learning challenges. This study explores how ChatGPT supports academic self-efficacy among premium student users in Denmark. A qualitative descriptive design was employed using two focus group discussions involving 11 bachelor students, all of whom were premium ChatGPT users with experience using the platform for coursework, academic writ-ing, and simple academic projects. The findings show that ChatGPT was perceived as a supportive academic companion that helped stu-dents clarify difficult concepts, initiate assignments, reduce anxiety in the early stages of writing, and improve confidence in managing study tasks. At the same time, participants also expressed concerns about overreliance on AI, superficial understanding, and reduced critical engagement. The study concludes that ChatGPT can strengthen academic self-efficacy when it is used as a learning sup-port tool rather than a substitute for thinking. Its benefits depend on students’ digital maturity, learning intentions, and the presence of pedagogical guidance. Higher education institutions should there-fore integrate AI literacy, ethical reflection, and self-regulated learning strategies to ensure that generative AI supports students’ long-term academic development.