Exploring the Role of Generative Artificial Intelligence ( <scp>GenAI</scp> ) in Research Activities in Shaping Doctoral Students' Well‐Being

ABSTRACT This qualitative study explores the implications of generative AI (GenAI) use in research for doctoral students' psychological well‐being and the associated disciplinary differences. It draws on Self‐Determination Theory (SDT) and interviews with 20 PhD students from diverse disciplines at a Chinese university. Findings reveal an overall positive picture: GenAI use in research can enhance doctoral students' psychological well‐being by boosting competence —through greater efficiency and less time pressure—and reinforcing autonomy via a stronger sense of empowerment and leadership. It also fosters relatedness by promoting secure attachment. Different patterns and nuances were identified across disciplines regarding senses of empowerment and the related sense of efficiency and leadership. Moreover, our findings caution that overusing GenAI in research may amplify peer pressure and compel doctoral students to engage in a publication rat race, worsening their well‐being. Overall, this paper highlights GenAI as a potential well‐being enabler for doctoral students and offers practical implications for universities.