Generative AI in the Learning Process: Threat or Tool? Understanding the Role of Self-Esteem and Academic Anxiety in Shaping Student Motivations

Abstract

The rise of Generative Artificial Intelligence (GenAI) is reshaping higher education, particularly in marketing, where creativity and strategic thinking are essential. To ensure its meaningful integration into learning environments, it is crucial to understand how students engage with GenAI. Drawing on Self-Regulated Learning Theory, this study examines (a) students’ motivations to integrate GenAI into the learning process; (b) the role of self-esteem and academic anxiety in shaping these motivations; and (c) how these factors affect students’ satisfaction with GenAI-supported learning. Using a mixed-methods approach, Study 1 qualitatively explored students’ motivations through a classroom project; Study 2 surveyed 250 students to test the impact of self-esteem and academic anxiety on motivations and satisfaction. Results show that students with high self-esteem perceive GenAI as enhancing creative thinking and enjoyment; they also report improved perceptions of academic performance, greater dependence on GenAI, fewer concerns about the legitimacy of AI-assisted work and automation risks. In contrast, students with high academic anxiety, while recognizing benefits in creative thinking and enjoyment, express heightened concerns about academic legitimacy and automation fears, potentially viewing GenAI as a threat. These findings underscore the importance of tailoring AI integration strategies to students’ psychological traits and motivations in marketing education.