Structural Analysis of University Students' Dependency on ChatGPT: The Role of Positive Perception, Creative Self-Beliefs, and Student Agency

This study examined the structural relationships among positive perceptions of ChatGPT, creative self-beliefs, and student agency to identify psychological factors that can alleviate dependence on AI tools. Data from 889 students enrolled in 11 four-year universities nationwide were analyzed. The results of the study are as follows: First, creative self-beliefs did not have a direct, significant effect on ChatGPT dependence but exerted an indirect effect mediated by student agency. Second, positive perceptions of ChatGPT had a direct and significant impact on ChatGPT dependence. Third, creative self-beliefs and student agency demonstrated a dual mediation effect in the relationship between positive perceptions of ChatGPT and ChatGPT dependence. These findings suggest that, to ensure that positive perceptions of ChatGPT lead to beneficial usage outcomes, attention must be paid to the role of psychological factors that can alleviate dependence, such as creative self-beliefs and student agency. To promote the positive utilization of AI in the future and minimize its side effects, integrated educational strategies are required that strengthen learners' psychological competencies—such as creative self-beliefs and student agency—in addition to technical skills.