Reconfiguring Student Motivation and Academic Success Through AI-Supported Interventions: The Role of Contingent Self-Esteem and Teacher Mediation in Modern Educational Systems

Abstract

AI-mediated interventions have changed the landscape of the educational setting by increasing student motivation and academic achievement due to individualized learning tools, yet psychological and pedagogical aspects like contingent self-esteem and teacher mediation remain to be comprehended to enhance the AI use in the education setting. This study aims to explore the role of AI-supported interventions in shaping student motivation, examine the influence of contingent self-esteem on academic success in AI-enhanced environments, and analyze the role of teacher mediation in maximizing AI effectiveness. The qualitative method was selected in the form of a Systematic Literature Review (SLR), which included studies published within the period between 2020 and 2025. The review evaluated the association between AI, self-esteem, motivation, and teacher mediation through databases such as JSTOR, WOS, and SpringerLink. The results indicate that AI can make students motivated and engaged, particularly in the self-esteem factor. Low self-esteem is a barrier to using AI tools, and teacher mediation is an important factor in achieving emotional and cognitive needs that will help in increasing academic success. The research highlights the significance of taking into account such psychological aspects as self-esteem and the importance of teacher support in ensuring that AI can perform to its fullest as a tool in education.