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.

翻译：本研究考察了具有不同动机特征的高中生在数学和写作中如何使用生成式AI工具。通过对6,793名墨西哥高中学生调查数据的K-means聚类分析，我们基于自我概念和学科感知价值识别出三种不同的动机特征。结果显示，不同动机特征的学生在AI使用上呈现出明显的学科特异性模式。我们的发现挑战了“一刀切”的AI整合方法，并倡导基于动机的教育干预策略。