Academic Use of Generative Artificial Intelligence Among Adolescents and University Students: Associations with Self-Esteem, Self-Efficacy, and Academic Confidence and Anxiety

Abstract

The use of generative artificial intelligence (GenAI) in academic contexts has expanded rapidly in recent years, yet limited evidence exists regarding its prevalence across educational levels or its association with psychological and academic variables among adolescents and young adults. This exploratory study aimed to examine the prevalence of GenAI use for learning-related academic purposes among pre-university and university students, including gender differences, and to analyze its relationship with self-esteem, self-efficacy, academic confidence, and academic anxiety. The sample comprised 1043 participants aged 13 to 23 years (M = 16.16, SD = 2.42; 59.1% female) who completed self-report measures. Structural equation modeling was conducted controlling for gender, age, and Internet use. Overall, 95% of students reported using GenAI for academic purposes, with higher usage among university than pre-university students and among female than male students. GenAI use was significantly associated with higher academic anxiety, although the effect size was small, and no significant associations were observed with the remaining variables. These findings suggest that while GenAI use is widespread, its associations with psychological and academic variables appear to remain limited.