Abstract
Abstract: The present paper examines the intricate interplay between self-efficacy, learning performance, social loafing, and AI usage within educational contexts. Key findings unveil moderate positive correlations between self-efficacy and learning performance, juxtaposed with a subtle negative correlation between self-efficacy and AI usage. Yet, a delicate positive correlation emerges between social loafing and AI usage, signaling potential implications for student engagement and collaborative practices. The implications of these findings extend to educators, policymakers, and researchers, underscoring the imperative of ethical and informed AI integration in education. Moreover, the paper advocates for continued exploration into the multifaceted impacts of AI on student learning, offering valuable insights for enhancing educational practices in the digital era.
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