Date

11-13-2024

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Maryna Svirska-Otero

Keywords

artificial intelligence counseling, ChatGPT, mental health education, Rosenberg Self-Esteem Scale, self-esteem

Disciplines

Education

Abstract

The purpose of this quantitative, quasi-experimental study was to determine the difference in self-esteem scores among high school students who participated in artificial intelligence counseling and those who did not when controlling for pretest scores. Student self-esteem is significant because it influences their work effort, class participation, and social interactions; therefore, research on the effect of artificial intelligence counseling is significant in exploring affordable and effective counseling methods to increase student self-esteem. The researcher used a convenience sample of 74 high school students from a private school in northern Maryland. Participants were evenly distributed into one treatment group and one control group. The study lasted for four weeks during the first quarter of the 2024 academic year, and the Rosenberg Self-Esteem Scale was used as the instrument to measure student self-esteem. Data analysis was conducted using a one-way analysis of covariance. The analysis revealed that there was no significant difference between the scores of high school students who participated in artificial intelligence counseling and those who did not when controlling for pretest scores. The study contributes to the advancement of the field by providing results for a high school population with the use of AI as a tool for counseling and its connection to student self-esteem. Future research should include using a larger sample, increasing the diversity of students used in the study, and extending the duration of the study.

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