The Intensity of Using ChatGPT in Relation to Academic Stress: A Cross-Sectional Study

As the digital world grows rapidly, artificial intelligence (AI) tools such as ChatGPT are transforming how students learn, seek support, and manage academic demands. This study aims to fill a gap in the literature regarding ChatGPT’s role in students’ mental health by exploring the relationship between the intensity of using ChatGPT and academic stress among undergraduate students. A quantitative, cross-sectional correlational design was adopted. Data were collected using an online questionnaire that included the Intensity of Using ChatGPT Scale (IUCS) and the Academic Stress Scale (AAS). The sample consisted of 666 undergraduate students. Descriptive results showed that students use ChatGPT at a moderate level (M = 2.94), while their academic stress levels were low (M = 2.25). Pearson correlation analysis revealed a statistically significant negative relationship between the intensity of using ChatGPT and academic stress (r = −0.637, p < 0.01). Furthermore, regression analysis confirmed that ChatGPT use significantly predicted academic stress levels (β = −0.637, R² = 0.405), with higher use contributing to lower stress. These findings suggest that ChatGPT may serve as a supportive digital tool in reducing academic stress and promoting student well-being in higher education.