Usage de l’intelligence artificielle générative, autonomie cognitive et engagement académique chez les étudiants de l’Université Félix Houphouët-Boigny de Cocody

This cross-sectional study examines associations between the frequency of generative artificial intelligence (GAI) use, cognitive autonomy, and academic engagement among students at Félix Houphouët-Boigny University in Cocody, Côte d’Ivoire. Self-determination theory provides an interpretive framework. In May 2026, a structured questionnaire was administered to 400 convenience-sampled students from the Faculty of Humanities and Social Sciences who had previously used GAI for academic purposes. Descriptive statistics, Pearson’s chi-square tests, and Cramér’s V were computed using SPSS. Among these GAI users, 81.3% reported frequent use. Use frequency was associated with cognitive autonomy (χ²(4) = 19.847; p = .001; V = .158) and academic engagement (χ²(4) = 30.622; p < .001; V = .196). The association between cognitive autonomy and academic engagement was stronger (χ²(4) = 87.792; p < .001; V = .331). These cross-sectional associations do not establish causal effects. The findings support the need for critical pedagogical guidance and further investigation of how students use GAI in practice.