Effectiveness of AI-ChatGPT-Based Psychoeducation with Social Validation on Gen Z Students’ Academic Self-Concept

Abstract

Generation Z is a digital native generation strongly connected to technological development, including the use of artificial intelligence in education. However, their dependence on gadgets and exposure to digital distractions often undermines students’ academic self-concept. This study aims to examine the effectiveness of an AI-ChatGPT-based psychoeducational intervention with social validation in improving high school students’ academic self-concept. The research hypothesis proposed that there would be a significant difference between pretest and posttest scores after the intervention. This study employed a quantitative approach with a quasi-experimental one-group pretest-posttest design. The research subjects were 42 10th-grade students of SMAK Bhakti Luhur Malang, who were selected through simple random sampling. The instrument used was the Academic Self-Concept Scale (ASCS), adapted for the Indonesian context. The intervention consisted of four stages, including pretest, reflective dialogue with AI-ChatGPT, social validation involving peers and counseling teachers, and posttest. The results indicated a significant improvement in academic self-concept, t(41) = –10.63, p < .001, with a large effect size (Cohen’s d = 1.64). The percentage of students in the high category increased from 10% to 33%, while those in the low category decreased from 14% to 10%. In conclusion, AI-ChatGPT-based psychoeducation with social validation effectively improved the academic self-concept of Gen Z students, offering relevant insights for adaptive educational interventions in the digital era.