Impact of Generative A.I on Learning Behavior and Psychological Wellbeing Among University

Abstract

In higher education, the rapid adoption of generative artificial intelligence (AI) has had a profound impact on how students’ study, communicate, and manage academic stress. This study investigates the effects of generative AI tools on the learning habits and psychological well-being of college students. As part of a quantitative study design, 60 university students from various academic backgrounds were given a structured questionnaire. The data was evaluated using descriptive statistics, Pearson correlation, and regression analysis using SPSS. The findings demonstrated that the use of generative AI tools had a significant and positive impact on students' learning behavior and psychological well-being. Furthermore, learning behavior was found to have a positive and significant effect on psychological well-being, suggesting that adaptive learning strategies promote improved emotional health. The results are consistent with the Self-Determination Theory, the Technology Acceptance Model, and the Cognitive-Behavioral Theory and demonstrate how AI can enhance motivation, engagement, and self-efficacy. The study concludes that generative AI can be a helpful teaching tool that supports mental health and academic success when utilized appropriately.