Artificial Inteligence I Based Learning,Academic Self Concept and Cognitive Engegment

Artificial Intelligence (AI) has increasingly been integrated into educational settings; however, itspsychological impact on learners remains underexamined, particularly in Indian secondary schools.This study investigated the effects of AI-based learning tools on academic self-concept and cognitiveengagement among secondary school students in Patna, Bihar. A quantitative, comparative, crosssectional design was adopted with a sample of 400 students, equally divided into an AI-IntegratedLearning Group (n = 200) and a Traditional Learning Group (n = 200). Data were collected using theSelf-Description Questionnaire–II and a Cognitive Engagement Scale and analyzed using independentsamples t tests. The results revealed no significant differences between AI users and non-users inacademic self-concept or cognitive engagement.The findings indicate that AI use alone does notnecessarily produce psychological or cognitive benefits without pedagogically guided integration.