Digital Self-Efficacy, Perceived Usefulness, AI Attitudes, and Academic Performance of Pre-Service Teachers
Year: 2026
Type: conference-paper
Study design: Observational Study
Abstract: This study explored the relationships among digital self-efficacy, perceived usefulness of artificial intelligence (AI), attitudes toward AI, and academic performance among 197 preservice teachers at Caraga State University. Utilizing a quantitative causal-descriptive design, the analysis employed weighted mean, Mann-Whitney U Test, Kruskal-Wallis Test, and ordinal regression at a 0.05 significance level. Findings revealed high digital self-efficacy of the participants, with a mean of 5.24. Moreover, very good perceived usefulness of AI, with a mean of 4.87, and generally positive attitudes toward AI, with a mean of 4.55, respectively. Academic performance was rated very satisfactory (M = 3.898, SD = 0.589). Significant differences were observed by year level in digital self-efficacy and perceived usefulness, and by general weighted average (GWA) in perceived usefulness, with higher-performing students perceiving AI as more beneficial. Ordinal regression analysis confirmed that digital self-efficacy, perceived usefulness, and attitudes toward AI collectively influenced academic performance, though with modest explanatory power (pseudo-R2= 0.052). These results underscore the importance of digital confidence and positive AI perceptions in enhancing academic success and preparing preservice teachers for technology integration in education.
Institution: Caraga State University
Language: English
Subfield: Gender Studies
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7203903100