Correlations of AI Study Tools Usage, Academic Self-Efficacy, and Career Decision-Making Self-Efficacy among Generation Z Students in Karachi's Private Secondary Schools
Abstract
Use of AI-powered study tools have changed the learning experience of secondary education in revolutionary ways, but the psychological and career-related aspects of the habits were not researched extensively, especially in a developing environment. This quantitative cross-sectional research study examined the relationships between AI study tools usage, academic self-efficacy and career decision-making self-efficacy among Generation Z students studying in private secondary schools in Karachi, Pakistan. Self-administered questionnaires were used to collect data from 150 students in grade 9 and 10, which were analyzed through descriptive statistics, Pearson correlation analysis, and mediation analysis with Hayes PROCESS Model 4 (5000 bootstrap). The findings demonstrated small yet significant positive correlations between AI study tools usage, academic self-efficacy (r = .18, p =.028) and career decision-making self-efficacy (r =.20, p=.017). academic self-efficacy positively correlated with career decision-making self-efficacy (r =.54, p <.001), and fully mediated the relationship between AI study tools usage and career decision-making self-efficacy. The findings are context-specific, and emphasize the need of incorporate pedagogically guided AI-based study tools that could help students boost their academic self-efficacy and enhance career-readiness.
Keywords: AI Study Tools Usage, Academic Self-Efficacy, Career Decision-Making Self-Efficacy, Generation Z.References
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