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Use of ChatGPT and Student Learning Motivation: A Self-Determination Theory Perspective

Proceedings Academic Universitas Jambi · Vol. 2 No. 1 (2026) · hlm. 66–77

DOI
10.22437/proca.v2i1.50581
Terbit
2026-01-14
Penerbit
LPPM Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

The use of ChatGPT is increasingly widespread in higher education, but previous research has shown inconsistent impacts on students' learning processes and motivation. This indicates the need for more in-depth studies on how this technology influences the psychological aspects underlying learning motivation. This study aims to analyze the effect of ChatGPT use on students' learning motivation through four main predictors within the Self-Determination Theory (SDT) framework: stress–strain, perceived choice, perceived competence, and perceived value. A quantitative approach was used with a variance-based Structural Equation Modeling (PLS-SEM) design. A total of 2,027 fifth-semester students at the University of Jambi participated in this study by completing a 5-point Likert-scale questionnaire adapted from previous instruments. The analysis showed that ChatGPT use significantly affected all predictors of learning motivation. ChatGPT use reduced tension-pressure and positively increased perceived choice, perceived competence, and perceived value. These findings indicate that ChatGPT plays a role as a learning aid that can meet students' needs for autonomy, competence, and perceived value, thus potentially strengthening their learning motivation. Practically, the results of this study recommend the integration of ChatGPT in learning as support for independent learning and improving academic understanding, accompanied by appropriate AI literacy policies.

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11 penulis · 22 tautan kepenulisan bersama

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  • Universitas Jambi
  • Hasanuddin University
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  • Organisasi berbeda
  • Organisasi sama
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Rekan penulisOrganisasiArtikel bersama
Aprillitzavivayarti AprillitzavivayartiAfiliasi tidak diketahui1
Eva IryaniAfiliasi tidak diketahui1
Firman FirmanHasanuddin University1
Yusnaidar YusnaidarUniversitas Jambi1
Fatria DewiUniversitas Jambi1
Zuwena ApdolipahUniversitas Jambi1

Afiliasi berasal dari OpenAlex; metadata OAI-PMH jurnal tidak memuatnya. Penulis tanpa ID OpenAlex dicocokkan berdasarkan nama, sehingga dua orang bisa tergabung atau satu orang bisa terpisah.

Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/PROCA/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Use of ChatGPT and Student Learning Motivation: A Self-Determination Theory Perspective</dc:title>
	<dc:creator xml:lang="en">Wulan Tersta, Friscilla</dc:creator>
	<dc:creator xml:lang="en">Arief, Hidayatul</dc:creator>
	<dc:creator xml:lang="en">Sholiha, Mar’Atun</dc:creator>
	<dc:creator xml:lang="en">Syarifuddiin, Amir</dc:creator>
	<dc:creator xml:lang="en">Risdalina, Risdalina</dc:creator>
	<dc:subject xml:lang="en">Chatgpt</dc:subject>
	<dc:subject xml:lang="en">Learning</dc:subject>
	<dc:subject xml:lang="en">Motivation</dc:subject>
	<dc:description xml:lang="en">The use of ChatGPT is increasingly widespread in higher education, but previous research has shown inconsistent impacts on students' learning processes and motivation. This indicates the need for more in-depth studies on how this technology influences the psychological aspects underlying learning motivation. This study aims to analyze the effect of ChatGPT use on students' learning motivation through four main predictors within the Self-Determination Theory (SDT) framework: stress–strain, perceived choice, perceived competence, and perceived value. A quantitative approach was used with a variance-based Structural Equation Modeling (PLS-SEM) design. A total of 2,027 fifth-semester students at the University of Jambi participated in this study by completing a 5-point Likert-scale questionnaire adapted from previous instruments. The analysis showed that ChatGPT use significantly affected all predictors of learning motivation. ChatGPT use reduced tension-pressure and positively increased perceived choice, perceived competence, and perceived value. These findings indicate that ChatGPT plays a role as a learning aid that can meet students' needs for autonomy, competence, and perceived value, thus potentially strengthening their learning motivation. Practically, the results of this study recommend the integration of ChatGPT in learning as support for independent learning and improving academic understanding, accompanied by appropriate AI literacy policies.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2026-01-14</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/PROCA/article/view/50581</dc:identifier>
	<dc:identifier>10.22437/proca.v2i1.50581</dc:identifier>
	<dc:source xml:lang="en">Proceedings Academic Universitas Jambi; Vol. 2 No. 1 (2026):  The 2nd Jambi International Seminar on Education (JISE); 66-77</dc:source>
	<dc:source>10.22437/proca.v2i1</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/PROCA/article/view/50581/23536</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Friscilla Wulan Tersta, Hidayatul Arief, Mar’Atun Sholiha, Amir Syarifuddiin, Risdalina</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>