Do Academic Stress and Risk Propensity Affect Behavioral Intention to Use ChatGPT among University Students?

Abstract

The widespread adoption of support tools, such as artificial intelligence, is evident across various fields, including the academic community. Students' attitudes towards using Al tools like ChatGPT significantly impact their utilization. The research employs the Theory of Reasoned Action (TRA) framework, incorporating academic stress and risk propensity as additional constructs to examine students' attitudes toward ChatGPT. The study focuses on college students using Al tools for academic purposes. A survey was conducted across educational institutions, yielding 413 responses. Analysis using the Partial Least Squares — Structural Equation Model revealed that academic stress and peer influence do not positively affect the intention to use ChatGPT. However, academic stress and risk propensity positively impact students' attitudes toward ChatGPT, influencing the intention to use the tool. The study recommends expanding research to include teachers and other professionals, considering diverse cultural settings and employing various research methods. The findings also provide insights for academia to enhance the adoption and integration of Al tools.