Thesis:

Title : The Effectiveness of a Conversational Artificial Intelligence Intervention on Academic Self-Concept and Perceived Academic Self-Efficacy among Students of Sabzevar University of Medical Sciences

The rapid advancement of generative artificial intelligence in educational systems has provided novel opportunities to improve learning processes and academic-psychological constructs. The main objective of this study is to answer the question of whether an educational intervention based on conversational artificial intelligence has an effect on academic self-concept and perceived academic self-efficacy among students of Sabzevar University of Medical Sciences. “The target population comprised medical students at Sabzevar University of Medical Sciences during the 2025–2026 academic year (N=497). From this population, a sample of 60 students was selected via convenience sampling and randomly allocated into two equal groups of 30: an intervention group (ChatGPT-based instruction) and a control group. The research instruments included Delavar’s Academic Self-Concept Questionnaire (1392/2013) and Norouzi et al.‘s (CASES) Academic Self-Efficacy Questionnaire (1392/2013), whose validity and reliability were confirmed. The intervention group used the artificial intelligence system in their academic activities for four to six weeks, while the control group used conventional instructional methods. Data were analyzed using multivariate analysis of covariance (MANCOVA). The findings indicated that the educational intervention based on conversational artificial intelligence had a statistically significant and positive effect (p<0.001) on increasing academic self-concept and perceived self-efficacy scores in the experimental group compared with the control group. The results of this study demonstrate the high potential of conversational artificial intelligence technologies in promoting the psychological components of medical students. Accordingly, it is recommended that educational planners in universities of medical sciences consider the purposeful integration of these tools into instructional structures to facilitate learning and strengthen students’ psychological capabilities.

Keywords: conversational artificial intelligence, ChatGPT, academic self-concept, perceived self-efficacy, med