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<p>The rise of generative AI (GenAI) has challenged educators to rethink writing instruction and academic integrity in higher education. While some students use GenAI to support idea generation and organization, others are hesitant due to ethical or practical concerns. This study examined how students perceive the appropriateness of using GenAI during the writing process and which factors predict self-reported GenAI use. Drawing on self regulated writing theory, the study assessed writing practices associated with three phases (i.e., planning, monitoring, and reviewing), along with perceived usefulness and weekly writing behaviors. Eighty-one graduate students completed a cross-sectional questionnaire measuring their beliefs about the appropriateness of GenAI-assisted writing practices, perceived usefulness of GenAI tools, and self-reported writing behaviors. Descriptive statistics, correlation analyses, and hierarchical multiple regression revealed that students generally viewed GenAI-supported practices as appropriate, particularly during monitoring-related writing activities. After controlling for demographic and writing-related background variables, perceived usefulness and monitoring-related AI-assisted writing practices emerged as significant positive predictors of self-reported GenAI use. The final model explained 45.5% of the variance in self-reported GenAI use. These findings offer insight for instructors developing AI-related policies and assignments. As institutions adapt, key considerations include aligning AI use with learning outcomes, minimizing misuse through thoughtful curricular design, and adopting assessments that uphold academic integrity. By clarifying how students engage with GenAI tools and what drives their usage, this study supports informed decision-making about AI integration in writing instruction.</p>

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Generative AI Across the Writing Process in Higher Education: Graduate Students’ Perceived Appropriateness, Utility, and Self-Reported Use

  • 期刊论文

  • 发表日期：

    2026年7月17日

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  • Daniel Bailey,
  • Justin Byrne,
  • Hanrui He,
  • John R. McConnell,
  • Benita Bruster

摘要

The rise of generative AI (GenAI) has challenged educators to rethink writing instruction and academic integrity in higher education. While some students use GenAI to support idea generation and organization, others are hesitant due to ethical or practical concerns. This study examined how students perceive the appropriateness of using GenAI during the writing process and which factors predict self-reported GenAI use. Drawing on self regulated writing theory, the study assessed writing practices associated with three phases (i.e., planning, monitoring, and reviewing), along with perceived usefulness and weekly writing behaviors. Eighty-one graduate students completed a cross-sectional questionnaire measuring their beliefs about the appropriateness of GenAI-assisted writing practices, perceived usefulness of GenAI tools, and self-reported writing behaviors. Descriptive statistics, correlation analyses, and hierarchical multiple regression revealed that students generally viewed GenAI-supported practices as appropriate, particularly during monitoring-related writing activities. After controlling for demographic and writing-related background variables, perceived usefulness and monitoring-related AI-assisted writing practices emerged as significant positive predictors of self-reported GenAI use. The final model explained 45.5% of the variance in self-reported GenAI use. These findings offer insight for instructors developing AI-related policies and assignments. As institutions adapt, key considerations include aligning AI use with learning outcomes, minimizing misuse through thoughtful curricular design, and adopting assessments that uphold academic integrity. By clarifying how students engage with GenAI tools and what drives their usage, this study supports informed decision-making about AI integration in writing instruction.