Positive Affect and Academic Skill Development Through ChatGPT in Higher Education.

Bonginkosi A Thango, Lerato Matshaka, Alaa M S Azazz, Ibrahim A Elshaer

Abstract read

In one paragraph

Article in European journal of investigation in health, psychology and education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it

0cells of the map it votes in

0citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Bonginkosi A ThangoDepartment of Electrical and Electronic Engineering Technology, University of Johannesburg, Johannesburg 2092, South Africa.ORCID 0000-0003-3635-0988

Lerato MatshakaDepartment of Nursing Science, University of Johannesburg, Johannesburg 2092, South Africa.ORCID 0000-0002-4207-0627

Alaa M S AzazzSocial Studies Department, College of Art, King Faisal University, Al-Ahsa 31982, Saudi Arabia.ORCID 0000-0001-9380-1779

Ibrahim A ElshaerDepartment of Management, School of Business, King Faisal University, Al-Ahsa 31982, Saudi Arabia.ORCID 0000-0002-7800-0428

Funding

King Faisal University KFU 263749

6 · The paper itself

Abstract

This study investigates how positive affect during ChatGPT-4 use is associated with perceived academic skill development in higher education, emphasising the mediating role of attitudes toward ChatGPT and the moderating role of learning orientation, grounded in Broaden-and-Build Theory and the Technology Acceptance Model. The enrichment of academic skills through ChatGPT is proposed to be maximised when students who experience positive affect develop positive attitudes toward the tool and channel their interactions through deep learning orientations. This study uses quantitative analysis with n = 12,035 active ChatGPT-using students from 135 countries. PLS-SEM using bootstrapping with 200 resamples is employed for data analysis. The results confirm that positive affect is positively associated with perceived academic skill development (H1: β = 0.199,

Indexed as

academic skill developmentattitudeBroaden-and-BuildChatGPThigher educationlearning orientationmediationmoderationPLS-SEMpositive affect

Identifiers

PMID42505169

DOI10.3390/ejihpe16070100

PMCPMC13409473

What OpenQuestion holds

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LicenceCC BY

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.