Student Perspectives on <scp>GenAI</scp> : Usage, Attitudes, and Academic Integrity in Psychology Education

ABSTRACT Generative artificial intelligence (GenAI) raises pressing pedagogical and ethical questions in higher education. We surveyed 87 UK psychology students about GenAI familiarity, study uses, attitudes, and the justification of questionable uses (neutralisation). 54% reported using GenAI to assist their studies, primarily via ChatGPT. Compared with non‐users, study users showed more positive AI attitudes and higher neutralisation scores. Across the full sample, AI attitudes modestly predicted neutralisation. The most common study uses were explaining concepts and generating ideas, and most users intended to use GenAI again. Non‐users were more likely to endorse restrictive views on GenAI in assessed work. Findings point to a tension between perceived learning value and risks of dependency and academic integrity. Students also reported a need for clearer institutional guidance. We recommend a balanced approach that supports responsible use, feedback literacy, and critical engagement with AI outputs, alongside continued student‐centred research to inform policy and assessment design.