Self-awareness and self-regulatory learning as mediators between ChatGPT usage and pre-service mathematics teacher s self-efficacy
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Resumo
This study aimed to examine the effect of ChatGPT usage on pre-service mathematics teachers ’self-efficacy in mathematics learning. The study further examined the mediating role of self-awareness and self-regulatory learning on the nexus between ChatGPT Usage and pre-service mathematics teachers’ self-efficacy. The study adopted a survey approach using a structured questionnaire for collecting a data from sample of 352 pre-service mathematics teachers. The data obtained was analyzed using Structural Equation Modeling run from Amos (v.23) software. The study found that ChatGPT usage had a significant direct positive effect on pre-service mathematics teachers’ self-efficacy and self-regulatory learning. Additionally, self-regulatory learning positively influences self-efficacy and partially mediates the relationship between ChatGPT usage and self-efficacy. Finally, self-awareness also plays a positive, partial mediating role in the connection between ChatGPT usage and self-efficacy in mathematics learning. Teacher education programs should incorporate training on how to effectively use AI tools like ChatGPT in mathematics education. This could include workshops, tutorials, and hands-on experience that demonstrate how to leverage these technologies for enhancing self-efficacy and self-regulatory skills in mathematics learning. Since AI tools are increasingly integrated into the educational context, helping pre-service teachers feel confident using ChatGPT could alleviate common anxieties surrounding technology in the classroom. Past studies have examined individual effects of ChatGPT Usage, self-awareness, self-efficacy, and self-regulatory learning. This current study extends the body of knowledge by examining the mediating effect of self-awareness and self-regulatory learning on the nexus between ChatGPT Usage and pre-service mathematics teachers’ self-efficacy.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Pedagogical Research
- Ano
- 2025 (2025-03-11)
- Idioma
- en
- Palavras-chave
- pre-service mathematics teachers; self-efficacy; self-awareness; mediating effect; mathematics teacher education
- Temas
- Formação de Professores de Matemática, Tecnologias Digitais
- DOI
- 10.33902/jpr.202530637
- ISSN
- 2602-3717
- Licença
- cc-by
- Acesso
- Acesso aberto
- Fontes
- OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
ASARE, Bright; BOATENG, Francis Ohene. Self-awareness and self-regulatory learning as mediators between ChatGPT usage and pre-service mathematics teacher s self-efficacy. Journal of Pedagogical Research, 2025. DOI: https://doi.org/10.33902/jpr.202530637.
APA
Asare, B., & Boateng, F. O. (2025). Self-awareness and self-regulatory learning as mediators between ChatGPT usage and pre-service mathematics teacher s self-efficacy. Journal of Pedagogical Research. https://doi.org/10.33902/jpr.202530637
BibTeX
@article{asare2025,
author = {Asare, Bright and Boateng, Francis Ohene},
title = {Self-awareness and self-regulatory learning as mediators between ChatGPT usage and pre-service mathematics teacher s self-efficacy},
year = {2025},
journal = {Journal of Pedagogical Research},
doi = {10.33902/jpr.202530637},
language = {en}
}RIS
TY - JOUR AU - Asare, Bright AU - Boateng, Francis Ohene TI - Self-awareness and self-regulatory learning as mediators between ChatGPT usage and pre-service mathematics teacher s self-efficacy PY - 2025 JO - Journal of Pedagogical Research DO - 10.33902/jpr.202530637 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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