Abbas, M., Jam, F. A., & Khan, T. (2024). Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00444-7
Abdaljaleel, M., Barakat, M., Alsanafi, M., Salim, N. A., Abazid, H., Malaeb, D., Mohammed, A. H., Hassan, B. A. R., Wayyes, A. M., Farhan, S. S., Khatib, S. E., Rahal, M., Sahban, A., Abdelaziz, D. H., Mansour, N. O., AlZayer, R., Khalil, R., Fekih-Romdhane, F., Hallit, R., & Hallit, S. (2024). A multinational study on the factors influencing university students’ attitudes and usage of ChatGPT. Scientific Reports, 14(1), 1983. https://doi.org/10.1038/s41598-024-52549-8
Abdaljaleel, M., Barakat, M., Alsanafi, M., Salim, N. A., Abazid, H., Malaeb, D., Mohammed, A. H., Hassan, B. A. R., Wayyes, A. M., Farhan, S. S., Khatib, S. E., Rahal, M., Sahban, A., Abdelaziz, D. H., Mansour, N. O., AlZayer, R., Khalil, R., Fekih-Romdhane, F., Hallit, R., & Hallit, S. (2023). Factors influencing attitudes of university students towards ChatGPT and its usage: A multi-national study validating the TAME-ChatGPT survey instrument. https://doi.org/10.20944/preprints202309.1541.v1
Abdullah, S. M. (2019). Social Cognitive Theory : A Bandura Thought Review published in 1982-2012. Psikodimensia: Kajian Ilmiah Psikologi, 18(1), 85. https://doi.org/10.24167/psidim.v18i1.1708
Ajlouni, A. O., Wahba, F. A.-A., & Almahaireh, A. S. (2023). Students’ perception of using ChatGPT in counseling and mental health education: The benefits and challenges. International Journal of Emerging Technologies in Learning (iJET), 18(20), 199–218. https://doi.org/10.3991/ijet.v18i20.42075
Bandura, A. (1986). Social Cognitive Theory. In R. Vasta (Ed.), Annals of Child Development: Six theories of child development (Vol. 6, pp. 1-60). Greenwich, CT: JAI Press
Bartlett, D. J. (2011). Cognitive behavioral therapy to increase adherence to continuous positive airway pressure. In Elsevier eBooks (pp. 215–221) https://doi.org/10.1016/b978-0-12-381522-4.00022-5
Bian, N., Han, X., Sun, L., Lin, H., Lu, Y., & He, B. (2023). ChatGPT is a knowledgeable but inexperienced solver: An investigation of commonsense problems in large language models. arXiv (Cornell University). https://doi.org/10.48550/arxiv.2303.16421
Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2005). Motivation and cognitive engagement in learning environments. In The Cambridge Handbook of the Learning Sciences (pp. 475–488). https://doi.org/10.1017/cbo9780511816833.029
Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42(1), 116–131. https://doi.org/10.1037/00223514.42.1.116
Cacioppo, J. T., Petty, R. E., & Kao, C. F. (1984). The efficient assessment of need for cognition. Journal of Personality Assessment, 48(3), 306–307. https://doi.org/10.1207/s15327752jpa4803_13
Cacioppo, J. T., Petty, R. E., Feinstein, J. A., & Jarvis, W. B. G. (1996). Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition. Psychological Bulletin, 119(2), 197–253. https://doi.org/10.1037/0033-2909.119.2.197
Caratiquit, K., & Caratiquit, J. C. (2023). ChatGPT as an academic support tool on the academic performance among students: The mediating role of learning motivation. Journal of Social, Humanity, and Education, 4(1), 21–33. https://doi.org/10.35912/jshe.v4i1.1558
Chaudhry, I. S., Sarwary, S. A. M., Refae, G. A. E., & Chabchoub, H. (2023). Time to revisit existing student’s performance evaluation approach in higher education sector in a new era of CHATGPT — a case study. Cogent Education, 10(1). https://doi.org/10.1080/2331186x.2023.2210461
Chan, M. M. K., Wong, I. S. F., Yau, S. Y., & Lam, V. S. F. (2023). Critical reflection on using ChatGPT in student learning: Benefits or potential risks? Nurse Educator. https://doi.org/10.1097/NNE.0000000000001476
Chan, C., & Hu, W. (2023). Students’ voices on generative AI: perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20(1), 1–18. https://doi.org/10.1186/s41239-023-00411-8
Cook, D. A., & Artino, A. R. (2016). Motivation to learn: An overview of contemporary theories. Medical Education, 50(10), 997–1014. https://doi.org/10.1111/medu.13074
Dai, Y., Liu, A., & Lim, C. P. (2023). Reconceptualizing ChatGPT and generative AI as a student-driven innovation in higher education. Procedia CIRP, 119, 84–90. https://doi.org/10.1016/j.procir.2023.05.002
Das, S.R. & Madhusudan J.V. (2024). Perceptions of higher education students towards ChatGPT usage. International Journal of Technology in Education (IJTE), 7(1), 86-106. https://doi.org/10.46328/ijte.583
Darma, R. N., Syahid, A., Fatma, Lestari, A., Basahil, A., & Ningrum, R. L. (2023). The student’s perception of using ChatGPT for EFL students. Jurnal Ilmu Pendidikan Nasional, 1(3), 143–146. https://doi.org/10.59435/jipnas.v1i3.193
Deng, X., & Yu, Z. (2023). A Meta-Analysis and Systematic Review of the Effect of Chatbot Technology Use in Sustainable Education. Sustainability, 15(4), 2940. https://doi.org/10.3390/su15042940
Dohrenwend, B. S., & Dohrenwend, B. P. (1978). Some Issues in Research on Stressful Life Events. The Journal of Nervous and Mental Disease, 166(1), 7–15. https://doi.org/10.1097/00005053-197801000-00003
Duarte, F. (2024, March 1). Number of ChatGPT users (Mar 2024). Exploding Topics. https://explodingtopics.com/blog/chatgpt-users
Grassini, S. (2023). Shaping the future of education: Exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(7), 692. https://doi.org/10.3390/educsci13070692
Goldin, G. A. (2000). Affective pathways and representation in mathematical problem solving. Mathematical Thinking and Learning, 2(3), 209–219. https://doi.org/10.1207/s15327833mtl0203_3
Hasanein, A. M., & Sobaih, A. E. E. (2023). Drivers and consequences of ChatGPT use in higher education: Key stakeholder perspectives. European Journal of Investigation in Health, Psychology and Education, 13(11), 2599–2614. https://doi.org/10.3390/ejihpe13110181
Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29(1), 66–75. https://doi.org/10.1037/0022-0167.29.1.66
Heppner, P. P., Baumgardner, A., & Jackson, J. (1985). Problem-solving self-appraisal, depression, and attributional style: Are they related? Cognitive Therapy and Research, 9(1), 105–113. https://doi.org/10.1007/bf01178754
Heppner, P. P., & Baker, C. E. (1997). Applications of the problem-solving inventory. Measurement and Evaluation in Counseling and Development, 29(4), 229–241. https://doi.org/10.1080/07481756.1997.12068907
Heppner, P. P., Lee, D.-G., & Tian, L. (2009). Problem-solving appraisal and psychological adjustment. The Oxford Handbook of Positive Psychology, 344–356. https://doi.org/10.1093/oxfordhb/9780195187243.013.0032
Hevey, D., Thomas, K., Pertl, M., Maher, L., Craig, A., & Ní Chuinneagain, S.(2012). Method Effects and the Need for Cognition Scale.
Jeevita, J., & Liew, S. (2024, March 17). An eye on AI. The Star. https://www.thestar.com.my/news/education/2024/03/17/an-eye-on-ai
Kim, J. Y., Choi, D. S., Sung, C.-S., & Park, J. Y. (2018). The role of problem-solving ability on innovative behavior and opportunity recognition in university students. Journal of Open Innovation: Technology, Market, and Complexity, 4(1). Springeropen. https://doi.org/10.1186/s40852-018-0085-4
Lee, H.-Y., Chen, P.-H., Wang, W.-S., Huang, Y.-M., & Wu, T.-T. (2024). Empowering ChatGPT with guidance mechanism in blended learning: effect of self-regulated learning, higher-order thinking skills, and knowledge construction. International Journal of Educational Technology in Higher Education, 21(1), 1–28. https://doi.org/10.1186/s41239-024-00447-4
Lo, C. K. (2023). What is the impact of CHATGPT on education? A rapid review of the literature. Education Sciences, 13(4), 410. https://doi.org/10.3390/educsci13040410.
Mail, M. (2023, June 13). ChatGPT usage in Malaysia must adhere to set guidelines, says the higher education minister. Malay Mail. https://www.malaymail.com/news/malaysia/2023/06/13/chatgpt-usage-in-malaysia-must-adhere-to-set-guidelines-says-higher-education-minister/73997
Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., & Gerardou, F. S. (2023). Challenges and opportunities of Generative AI for higher Education as explained by ChatGPT. Education Sciences, 13(9), 856. https://doi.org/10.3390/educsci13090856
Mills, J. G. (2022, October 18). Demographics | Everything you need to know with examples | SuperSurvey. https://rb.gy/9ecp1t.
Mosaiyebzadeh, F., Pouriyeh, S., Parizi, R. M., Dehbozorgi, N., Dorodchi, M., & Batista, D. M. (2023). Exploring the role of ChatGPT in education: Applications and challenges. SIGITE ’23: Proceedings of the 24th Annual Conference on Information Technology Education. https://doi.org/10.1145/3585059.3611445
Nashwan, S. A., Sadallah, M., & Bouteraa, M. (2023). Use of ChatGPT in academia: Academic integrity hangs in the balance. Technology in Society, 75, 102-370. https://doi.org/10.1016/j.techsoc.2023.102370
Nayak, M. S. D. P. N., & Narayan, K. A. (2019). Strengths and weaknesses of online surveys. IOSR Journal of Humanities and Social Sciences (IOSR-JHSS), 24(5), 31–38. https://doi.org/10.9790/0837-2405053138
Olufemi, T. (2012). In: Psychology of attitudes theories of attitudes. https://www.novapublishers.com/wp-content/uploads/2019/09/978-1-62081-194-8_ch3.pdf
Pallivathukal, R. G., Soe, H. H. K., Donald, P. M., Samson, R. S., & Ismail, A. R. H. (2024). ChatGPT for academic purposes: Survey among undergraduate healthcare students in Malaysia. Cureus. https://doi.org/10.7759/cureus.53032
Rahman, M. M., & Watanobe, Y. (2023). ChatGPT for Education and Research: Opportunities, Threats, and Strategies. Applied Sciences, 13(9), 5783. https://doi.org/10.3390/app13095783
Rahman, M. (2019). 21st century skill “problem solving”: Defining the concept. Asian Journal of Interdisciplinary Research, 2(1), 64–74. https://doi.org/10.34256/ajir1917
Sallam, M. (2023). The utility of ChatGPT as an example of large language models in healthcare education, research and practice: Systematic review on the future perspectives and potential limitations. MedRxiv. https://doi.org/10.1101/2023.02.19.23286155
Sallam, M., Salim, N. A., Barakat, M., Al-Mahzoum, K., Al-Tammemi, A. B., Malaeb, D., Hallit, R., & Hallit, S. (2023). Validation of a technology acceptance model-based scale TAME-ChatGPT on health students attitudes and usage of ChatGPT in Jordan (Preprint). https://doi.org/10.2196/preprints.48254
Sánchez-Reina, J. R., Theophilou, E., Hernández-Leo, D., & Ognibene, D. (2024). Exploring undergraduates’ attitudes towards ChatGPT: Is AI resistance constraining the acceptance of chatbot technology? TechRxiv. https://doi.org/10.36227/techrxiv.171173454.45591400/v1
Schunk, D. H., & Usher, E. L. (2012). Social Cognitive Theory and Motivation. In Oxford University Press eBooks (pp. 13–27). https://doi.org/10.1093/oxfordhb/9780195399820.013.0002
Sun, D., Azzeddine Boudouaia, Zhu, C., & Li, Y. (2024). Would ChatGPT-facilitated programming mode impact college students’ programming behaviors, performances, and perceptions? An empirical study. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00446-5
Tang, C. M., & Chaw, L. Y. (2023). What have people discussed about ChatGPT in Malaysian education? A qualitative content analysis of news articles. European Conference on e-Learning, 22(1), 314–321. https://doi.org/10.34190/ecel.22.1.1557
Tepfenhart, W. M. (1994). Attitudes: Keys to problem identification. Lecture Notes in Computer Science, 127–143. https://doi.org/10.1007/3-540-58328-9_9
Thomas, J. (2023, March 17). Higher education ministry working on guidelines for ChatGPT. Free Malaysia Today. https://www.freemalaysiatoday.com/category/nation/2023/03/17/higher-education-ministry-working-on-guidelines-for-chatgpt/
Urban, M., Filip Dechterenko, Jirí Lukavský, Hrabalová, V., Filip Svacha, Brom, C., & Urban, K. (2024). ChatGPT improves creative problem-solving performance in university students: An experimental study. Computers & Education. https://doi.org/10.1016/j.compedu.2024.105031
Vuovic, D. (2024). Generative AI: Riding the new general purpose technology storm. Ekonomika Preduzec´a, 72(1-2), 125–136.https://doi.org/10.5937/ekopre2402125vj
Wang, Y., & Chiew, V. (2010). On the cognitive process of human problem-solving. Cognitive Systems Research, 11(1), 81–92.https://doi.org/10.1016/j.cogsys.2008.08.003
Wang, X., & Cheng, Z. (2020). Cross-Sectional Studies: Strengths, Weaknesses, and Recommendations. Chest, 158(1S), S65–S71. https://doi.org/10.1016/j.chest.2020 .0 3.012
Zhou, L., & Li, J. (2023). The impact of ChatGPT on learning motivation: A study based on self-determination theory. Education Science and Management, 1(1), 19–29. https://doi.org/10.56578/esm010103