Exploring the Influence of Social Cognitive Theory on Academic Writing and ChatGPT

Abstract

This study explores the influence of Social Cognitive Theory on academic writing and ChatGPT usage among university learners. Specifically, it examines the relationships among environmental, personal, and behavioural factors in academic writing. A quantitative survey was conducted involving 256 respondents from various academic disciplines. The instrument measured environmental factors through ChatGPT usage, critical thinking, academic achievement, and student engagement; personal factors through metacognitive and cognitive writing strategies; and behavioural factors through effort regulation, social, and affective strategies. The findings revealed a significant difference in writing components across gender but no significant difference across disciplines. Learners perceived ChatGPT positively, particularly for translation, idea generation, research support, and engagement. Correlation analysis further showed significant positive relationships among environmental, personal, and behavioural factors. The findings support Social Cognitive Theory by demonstrating that academic writing in AI-supported environments is shaped by the reciprocal interaction between learners’ writing strategies, behaviours, and environmental support.