AI-Supported Education and Academic Performance under Stress: The Moderating Role of Coping Self-Efficacy among University Students

Abstract

The present study investigated the role of AI-supported education in students’ academic performance, with particular attention to academic stress and the moderating role of coping self-efficacy. Using a quantitative cross-sectional design, data were collected from 397 university students in Punjab and Sindh, Pakistan, through a structured online questionnaire. The findings indicated that AI-supported education was positively associated with academic performance, suggesting that AI-based learning resources can enhance students’ educational outcomes by facilitating learning, improving access to academic support, and encouraging greater engagement with educational activities. In contrast, academic stress was negatively associated with academic performance, indicating that excessive academic demands may hinder students’ achievement and reduce their ability to benefit fully from available learning resources. Students with higher coping self-efficacy also demonstrated better academic performance, highlighting the importance of confidence in managing academic challenges and stressful academic demands. Moreover, coping self-efficacy significantly strengthened the positive relationship between AI-supported education and academic performance, suggesting that students with stronger coping abilities may benefit more effectively from AI-based learning resources. These findings indicate that the effectiveness of AI-supported education may depend not only on students’ access to technological resources but also on their psychological capacity to manage academic challenges. The study therefore emphasizes the importance of developing students’ coping abilities alongside technological competencies to maximize the educational benefits of AI. The study highlights the importance of integrating AI literacy and responsible technology use with academic guidance, stress-management strategies, and psychological support to promote academic success.