Relationship between AI Tutoring Tool Usage and Academic Self-Efficacy among University Students

Abstract

The swift expansion of artificial intelligence (AI) tutoring tools, encompassing conversational AI platforms and adaptive learning systems, has significantly altered the manner in which graduate students interact with academic content. This quantitative, survey-based research investigates the correlation between the frequency and nature of AI tutoring tool utilization and academic self-efficacy among postgraduate university students. A balanced sample of 200 M.Phil and PhD scholars (comprising 100 males and 100 females, with 50 participants from each of four academic disciplines) was selected from public sector universities through simple random sampling. Data collection was conducted using a structured questionnaire that included an AI Tool Usage Scale and Bandura's Academic Self-Efficacy Scale. Results demonstrate that most postgraduate students frequently employ AI tutoring tools, with a significant positive correlation between usage frequency and academic self-efficacy. Regression analysis identified task-specific AI usage, such as for literature synthesis and conceptual clarification, as the most robust predictor of self-efficacy scores. These findings imply that AI tutoring tools, when utilized with intent, can function as an effective academic support mechanism for graduate-level researchers. The implications for responsible AI integration in postgraduate education are examined.

Keywords: Artificial Intelligence, AI Tutoring Tools, Academic Self-Efficacy, Postgraduate Students, M.Phil, Phd, Public University, Quantitative Research, Survey Study