This study examined how high school students with different motivational profiles use generative AI tools in math and writing. Through K-means clustering analysis of survey data from 6,793 Mexican high school students, we identified three distinct motivational profiles based on self-concept and perceived subject value. Results revealed distinct domain-specific AI usage patterns across students with different motivational profiles. Our findings challenge one-size-fits-all AI integration approaches and advocate for motivationally-informed educational interventions.

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