<![CDATA[AI chatbots have become a common source of academic assistance; however, their psychological value for mathematics education students remains unclear when use is considered only in terms of usage intensity. This study examined whether AI chatbot usage intensity is associated with academic motivation and academic self-efficacy among undergraduate mathematics education students. A quantitative correlational design was applied to data from 47 students selected through purposive sampling. Data were collected using an AI chatbot usage intensity measure assessing frequency and duration of use, an academic motivation questionnaire, and an academic self-efficacy questionnaire. Descriptive statistics and Spearman’s rho were used because the normality assumption was not fully met. The correlation tests showed no significant association between AI chatbot usage intensity and academic motivation (ρ = 0.068, p = 0.649) or academic self-efficacy (ρ = -0.045, p = 0.763). In this sample, more frequent or longer chatbot use was not significantly associated with stronger academic motivation or academic self-efficacy, suggesting that usage frequency and duration alone may not sufficiently explain students’ psychological learning outcomes. Future research should examine the purpose, quality, and reflective aspects of chatbot interaction beyond usage frequency and duration.]]>
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