The Impact of Artificial Intelligence-Supported Learning on Students’ Academic Self-Confidence: The Moderating Role of Psychological Resilience

Abstract

Artificial Intelligence (AI) is increasingly becoming an important component of higher education, providing students with personalized learning support, immediate feedback, adaptive assistance, and opportunities for independent academic engagement. The present study examined the impact of Artificial Intelligence-Supported Learning on Students’ Academic Self-Confidence, with particular emphasis on the moderating role of Psychological Resilience. The study was significant because it extends the discussion of AI in education beyond academic performance by examining its relationship with students’ psychological perceptions of their academic capabilities and by considering resilience as an important individual factor that may shape this relationship. A quantitative, cross-sectional survey research design was employed, and data were collected from 413 university students enrolled in higher education institutions in Pakistan. A purposive sampling technique was used to select students who had experience with AI-supported learning, and data were collected through a structured questionnaire administered electronically using Google Forms. The questionnaire measured AI-Supported Learning, Students’ Academic Self-Confidence, and Psychological Resilience using established measurement approaches, with responses recorded on a five-point Likert scale. The collected data were analyzed using descriptive statistics, reliability analysis, Pearson correlation, simple linear regression, PROCESS-based moderation analysis, an independent-samples t-test, and one-way ANOVA. The findings demonstrated that AI-Supported Learning was positively associated with Students’ Academic Self-Confidence and significantly contributed to explaining differences in students’ confidence in academic activities. The results further showed that Psychological Resilience significantly moderated the relationship, indicating that the positive association between AI-supported learning and academic self-confidence was stronger among students with higher levels of resilience. A significant difference in academic self-confidence was also observed between male and female students, whereas no statistically significant difference was found across the examined age groups. Overall, the study demonstrates that AI-supported learning may contribute to students’ academic confidence while highlighting the importance of psychological resilience in shaping students’ experiences and responses to AI-enabled educational environments. The findings provide useful implications for educators, higher education institutions, and researchers seeking to develop AI-supported learning approaches that address both students’ academic needs and psychological development.