ChatGPT-Assisted Learning Effectiveness and Students’ Academic Outcomes: A Mediation Analysis of Cognitive Engagement and Self-Efficacy

Abstract

Grounded in Social Cognitive Theory, this study examines the association between ChatGPT-assisted learning effectiveness and students’ academic performance, emphasizing the mediating roles of cognitive engagement and academic self-efficacy. Data were collected from tourism and hospitality students at Egyptian universities. Findings indicate that perceived ChatGPT-assisted learning effectiveness is positively associated with students’ academic performance, cognitive engagement, and academic self-efficacy. Cognitive engagement and academic self-efficacy also show significant positive associations with academic performance, and both constructs significantly mediate the relationship between ChatGPT-assisted learning effectiveness and academic performance. These findings suggest that the educational value students attribute to ChatGPT may operate through complementary cognitive and motivational pathways, while the cross-sectional design prevents causal conclusions.