Exploring the association between AI tool use and academic self-efficacy among university students in Israel

Roman Yavich, Nitza Davidovitch and Aleksandra Gerkerova

African Educational Research Journal
Published: August 8 2025
Volume 13, Issue 3
Pages 311-324
DOI: https://doi.org/10.5281/zenodo.16780774

Abstract

Academic self-efficacy, understood as students’ belief in their capability to manage academic tasks and overcome challenges, is widely recognized as a key factor in educational success. In recent years, artificial intelligence (AI) tools, such as adaptive learning systems, virtual tutors, and AI-driven analytics, have been increasingly integrated into higher education. This correlational study examines the association between students’ engagement with AI tools and their perceived academic self-efficacy in Israeli universities. Based on self-report data from 102 undergraduate and graduate students, collected through a validated academic self-efficacy questionnaire, the study examines how the frequency and nature of AI tool usage relate to students’ confidence in handling academic challenges. The results reveal a weak but statistically significant positive correlation between AI usage and self-efficacy. As this is a correlational study, no causal conclusions can be drawn. Nonetheless, the findings may provide preliminary insights for curriculum developers and educational policymakers aiming to support student motivation through the informed use of AI technologies. Further research is needed to explore the specific types of AI tools that may support academic confidence and how their long-term use interacts with students' self-directed learning. These findings underscore the relevance of AI integration in higher education and highlight the need for thoughtful implementation strategies that enhance students’ academic confidence and learning autonomy.

Keywords: Artificial intelligence, higher education, universities, students, self-efficacy, learning.

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