Motivational orientation is strongly associated with the role students assign to GenAI: intrinsically motivated students most often position it as an instructor, extrinsically motivated students as a replacement tool¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2 · i3 large
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 The distribution of GenAI roles differs significantly across intrinsic and extrinsic motivational groups, with a large effect size (Cramér's V = 0.58). → Cui 2026

Evidence¶

Cui 2026¶

Cui, Y., Yan, W., Chiu, T. K. F., & Nakajima, T. (2026). How motivation and roles influence metacognitive engagement in student-GenAI interaction. International Journal of Educational Technology in Higher Education, 23(34). https://doi.org/10.1186/s41239-026-00610-z

q2 · i3 · qualitative · r3

Chi-square test of independence on 120 interaction logs coded for motivation and GenAI role. Intrinsic group (N = 38): Instructor 52.6%; extrinsic group (N = 82): Replacement Tool 64.6%. The article reports "Cramér's V = 0.58" and notes one cell below expected frequency of five remained within Cochran's acceptable threshold.

"The chi-square test confirmed that these distributional differences were statistically significant, χ2(3) = 40.69, p < 0.001. The effect size was large (Cramér's V = 0.58), indicating a strong association between motivational orientation and students' role conception of GenAI."

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

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