From awareness to application: Unveiling the interplay between dependence on artificial intelligence and achievement motivation among nursing students: A multicenter study.
TL;DR
The findings indicate a significant negative association between AI dependence and achievement motivation, emphasizing the need to consider students' technology usage patterns concerning academic motivation.
Abstract
Background
Artificial intelligence (AI) has emerged as a transformative, fundamentally reshaping how we access and apply knowledge. Achievement motivation (AM) remains a critical component of students' academic and personal development. Examining the association between nursing students' dependence on AI and their AM is a pertinent area of research, particularly in light of the growing incorporation of AI within educational settings.
Aim
OF THE STUDY To explore the association between undergraduate nursing students' dependence on artificial intelligence and achievement motivation.
Methods
A multicenter descriptive correlational study was conducted across five nursing faculties affiliated with Port-Said, Damietta, Alexandria, Mansoura, and Sohag universities, involving 1412 nursing students. Data were collected using a Personal and Academic Characteristics Questionnaire, the Achievement Motivation Scale (AMS), and the Dependence on Artificial Intelligence Scale (DIA). Data were analyzed using descriptive statistics, Pearson correlation, and simple linear regression.
Results
Nursing students demonstrated a moderate level of dependence on AI (M = 19.46, SD = 11.33) and a moderate level of AM (M = 6.32, SD = 2.13). A statistically significant moderate negative association was found between AI dependence and AM (r = -0.389, p < .001). This indicates that increased dependence on AI is associated with lower achievement motivation. Regression analysis indicated that AI dependence accounted for 19.6% of the variance in AM (R2 = 0.196), while the remaining variance is likely influenced by other unmeasured factors.
Conclusion
Nursing students exhibited moderate AI dependence and achievement motivation. The findings indicate a significant negative association between AI dependence and achievement motivation, emphasizing the need to consider students' technology usage patterns concerning academic motivation. IMPLICATIONS FOR PRACTICE Educational programs should promote informed and balanced use of AI by clarifying its benefits and limitations as a learning support tool. Learning strategies should also be formulated to foster independent thinking, self-regulation, and goal-directed behavior to support students' achievement motivation.