Friend or Foe? The Impact of Generative AI on Student Academic Motivation

GenAI's impact on academic motivation

Abstract

As generative artificial intelligence (genAI) tools become increasingly integrated into higher education, their impact on students is still disputed. Grounded in Self-Determination Theory, this study investigated how genAI related autonomy, competence, and relatedness influence intrinsic motivation among undergraduate students in Ontario. A total of 114 participants completed measures assessing their psychological needs in relation to their experiences with genAI as well as measures assessing their academic motivation. Regression analyses revealed that perceived autonomy significantly predicted intrinsic motivation across the full sample, while perceived competence emerged as the strongest predictor among frequent genAI users. Relatedness did not significantly predict motivation in either case. These findings suggest that freedom and perceived skill in using genAI tools may play a role in shaping students' motivational engagement. Implications of this study align with previous research suggesting a need for clear AI guidelines beyond strict prohibition, competency-based AI training, and open dialogue between all stakeholders to foster ethical and motivationally supportive use of genAI in academic settings.