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Motivational ecologies in <scp>AI</scp> ‐supported classrooms: Teachers and <scp>ChatGPT</scp> as dual agents
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2026
Jahr
Abstract
ChatGPT access was associated with a redistribution rather than an overall increase in motivation, characterized by attenuated motivational extremes. The findings point to a hybrid motivational ecology in which teacher support remains central, while AI functions as a context-dependent, emotionally stabilizing affordance.
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