A study of the effect of AI usage on students' self-efficacy and academic performance in business education
Moderating effect of teacher support [Registered report - stage I]
Datos Bibliográficos
| ID | 9405236 |
|---|---|
| Autores | Yong Zhu (0000-0001-5858-8351, Chuxiong Normal University, autor de correspondencia) |
| Idioma | EN |
| Referencias citadas | 30 |
Business education · Business Intelligence · Context (archaeology · Field (mathematics · Focus (optics · Test (biology · AI in Service Interactions · Diverse Interdisciplinary Research Innovations · Education and Learning Interventions
Engagement and disaffection in the classroom
Self-efficacy and academic achievement
Relationships Matter
The influence of perceived teacher and peer support on student engagement in physical education of Chinese middle school students
Exploring the Bright and Dark Sides of Social Media Use on Academic Performance
A systematic review and meta‐analysis of AI ‐enabled assessment in language learning
A study on the impact of Generative Artificial Intelligence supported Situational Interactive Teaching on students’ ‘flow’ experience and learning effectiveness — a case study of legal education in China
What Is the Association Between Teachers' Autonomous Motivation, Controlled Motivation and Students' Emotional Well‐Being? A Multilevel Mediation Analysis
Academic self‐efficacy and academic performance among high school students
Enhancing mathematics achievement through teacher support
Affective neuroscience theory and attitudes towards artificial intelligence
Self-efficacy
May Artificial Intelligence Influence Future Pediatric Research?—The Case of ChatGPT
Interparental and Intergenerational Co-parenting Conflict and Adolescent Academic Performance
Academic integrity during examinations, age and gender as predictors of academic performance among high school students
| Altamente citado | No |
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