Relationship between dependence on artificial intelligence, academic performance, and academic procrastination in university students
DOI:
https://doi.org/10.37135/ee.04.25.08Keywords:
Artificial Intelligence, Academic Performance, EducationAbstract
This research aimed to determine the relationship between dependence on artificial intelligence, academic performance, and procrastination among university students in the Puno region. A non-experimental, cross-sectional, correlational study was conducted with a sample of 492 university students from different universities, aged 18-35 years. The scales of dependence on artificial intelligence (DAI), university academic performance (RAU), and academic procrastination (EPA) were used as measurement instruments. The results showed that 53% of the participants were male, 92.1% were between 18 and 25 years old, 51.4% came from a national university in Juliaca, enrolled between the first and third cycles (51.8%), with the engineering field standing out with 49.4% participation. Sixty-three point four one percent of participants indicated a greater inclination toward using ChatGPT. The overall values showed a significant inverse correlation (r = -0.122; p = <0.007) between AI dependence and academic performance; there is no significant correlation between AI dependence and academic procrastination (r = 0.022, p = <0.627), demonstrating that university students who do not have high levels of dependence on artificial intelligence maintain adequate academic performance levels and do not tend to procrastinate. A significant inverse relationship was found between AI dependence and the lack of organization of teaching materials (r = -0.225, p = <0.000), suggesting that disorganized study materials can prompt the need to resort to AI as a quick fix.
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