Predictors of Psychology Student GenAI Use and Grades on GenAI Secure Versus Unsecure Assessments

Abstract

Generative artificial intelligence (GenAI) is transforming teaching and learning yet little is known about predictors and outcomes of GenAI use among psychology students. Based on theories of new technology uptake, we examined perceived usefulness, ease of use, attitudes toward technology, perceived risk and anxiety, sensitivity to quality and rewards, and workload and time pressure as potential predictors of self-reported GenAI use among psychology students (N = 164) at the University of Technology Sydney. We also examined potential associations with self-reported procrastination, memory difficulties, and grades on GenAI secure (in-person, supervised) versus unsecure (unsupervised) assessments. More positive attitudes toward technology, greater perceived ease of use, greater workload, and less time pressure predicted greater use of GenAI. Additionally, greater use of GenAI was associated with greater procrastination and memory difficulties, but did not correlate with assessment grades. These findings suggest that, when time permits, GenAI may be used by psychology students as a tool to alleviate academic workload demands, with unclear implications for authentic learning. Exploratory analyses revealed that grades on GenAI secure and GenAI unsecure assessments were consistently positively correlated. This suggests that, in the first half of 2024, students were using GenAI in a way that did not artificially inflate grades on GenAI unsecure assessments.