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The present study aimed to investigate the impact of Artificial Intelligence (AI) Chatbots on academic self-efficacy and self-regulation among university students. To test the moderating effect of self-regulation on the association between AI Chatbots and academic self-efficacy. In addition, the research aligns with highlighted social debates surrounding ethical quandaries surrounding AI adoption in education. Using purposive sampling technique data was collected from universities students (N = 350) based in Rawalpindi and Islamabad. Along with demographic information, data was collected on the measures of the Human-Computer Trust Scale, Academic Self-Efficacy Scale, and Short-Form Self-Regulation Questionnaire to assess study variables. Results showed that AI Chatbots and Self-Regulation positively predict academic self-efficacy. AI Chatbots help in growing educational technologies and provide the education sector and policymakers for enhancing the level of education by adding tools for performance. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the correlation between disordered eating patterns, psychological distress, and social self-esteem among university students in Rawalpindi and Islamabad. The study included University Students as participants and it utilized a correlational cross-sectional research design. The data collection involved administering a series of questionnaires, which included the Social Self Esteem Scale (SSES), Eating Disorder Examination Questionnaire (EDE-Q), and DASS-21 (Depression, Anxiety, and Stress Scale). The study adhered to ethical considerations in a rigorous manner. The results indicated a statistically significant and positive correlation between psychological distresses and disordered eating behaviors. Furthermore, a notable inverse relationship was identified between psychological distress and social self-esteem, as well as between psychological distress and disordered eating behaviors. The findings of this study carry significant implications for the design and implementation of targeted interventions aimed at promoting the mental and physical well-being of college students. Additionally, these results may contribute to the development of educational initiatives that seek to prevent the emergence and advancement of eating disorders within this susceptible group. Limitations of the study include the utilization of a cross-sectional design and the limited representativeness of the sample. These factors should be taken into account in future research endeavors. [ABSTRACT FROM AUTHOR]