Abstract
This study examines the impact of generative artificial intelligence (GenAI)-supported learning on university students’ learning motivation in Ho Chi Minh City. Grounded in Social Cognitive Theory (SCT) and Self-Determination Theory (SDT), the proposed model incorporates perceived learning effectiveness and academic self-efficacy as mediating variables. Data were collected from 323 students and analyzed using PLS-SEM. The findings reveal that AI support positively influences perceived learning effectiveness, self-efficacy, and learning motivation. Additionally, both mediators play a significant role in transforming AI support into intrinsic learning motivation. The study contributes to the literature by providing empirical evidence on the psychological mechanisms through which AI enhances student motivation in higher education contexts.
