<![CDATA[Artificial intelligence (AI) is increasingly integrated into educational practices, creating new opportunities and challenges for students’ learning motivation. This study examined the association between self-efficacy and learning motivation and investigated whether peer support moderated this relationship among high school students using AI for learning. A cross-sectional study was conducted with 141 Grade 11 students in Jakarta, Indonesia. Bayesian correlation and hierarchical regression analyses were employed to evaluate the relationships among the variables. Self-efficacy showed a strong positive association with learning motivation (ρ = 0.75, 95% CrI [0.66, 0.81]) and substantially increased explained variance. Peer support showed limited evidence of a direct association with learning motivation. The self-efficacy x peer support interaction was small (B = 0.01, 95% CrI [0.00, 0.02]) and yielded BF10 = 0.02, providing evidence in favor of the null hypothesis rather than a reliable moderation effect. These findings identify self-efficacy as a robust correlate of learning motivation, whereas the role of peer support as a moderator remains unsupported in the present sample.]]>
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