The Impact of AI Tool Usage on Student Well-Being in Higher Education: The Moderating Role of Self Efficacy

The increasing integration of artificial intelligence (AI) tools in higher education has raised critical questions about their impact on student well-being. This study examines the relationship between AI tool usage and well-being, with self-efficacy as a moderating variable. Grounded in positive psychology, the research differentiates between hedonic well-being, associated with immediate pleasure and life satisfaction, and eudaimonic well-being, which reflects personal growth and self-actualization. Results indicate that AI tool usage negatively affects hedonic well-being unless moderated by high self-efficacy, which enables students to derive greater satisfaction from AI-assisted learning. Conversely, AI tool usage alone does not significantly influence eudaimonic well-being, but when self-efficacy is high, students experience enhanced psychological flourishing. These findings highlight self-efficacy as a crucial determinant in maximizing AI’s benefits, shaping students’ ability to transform technology into a tool for both subjective happiness and long-term self- development. This study underscores the importance of analyzing the distinct effects of AI on hedonic and eudaimonic well-being, as their underlying mechanisms differ. The insights contribute to educational strategies aimed at fostering digital competence and psychological resilience in AI-enhanced learning environments.