Purpose – This study aimed to investigate the impact of ChatGPT on students’ self-efficacy, anxiety and motivation within blended learning environments. Design/methodology/approach – A correlational quantitative method was employed using the data collected through an online questionnaire distributed randomly to 293 science and engineering students from 2 state universities in South Sulawesi, Indonesia. Measurement analysis was conducted to assess instrument validity, and structural equation modeling (SEM) was used to examine the relationships between the constructs. Findings – The results indicate that self-efficacy and motivation significantly enhance student performance in blended learning, with the positive effect of self-efficacy moderated by ChatGPT. Although anxiety had a positive, though not significant, effect, the interaction between anxiety, motivation and ChatGPT still demonstrated a positive effect on learning performance. Research limitations/implications – This study highlights the moderating effect of ChatGPT on motivation, anxiety and performance, emphasizing the need to understand educational contexts and individual differences. The study was limited to a specific student population and a short duration of ChatGPT usage, potentially restricting generalizability. Future research should explore diverse educational settings, disciplines, long-term effects and qualitative methods to gain deeper insights. Originality/value – This study provides valuable new insights into the use of AI technology in education from the psychological perspective of students and offers practical implications for improving future learning strategies. © 2025 Emerald Publishing Limited
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