<p>Higher education students utilize Open AI tools such as ChatGPT as learning aids when confronted with academic challenges during their learning journey. Prior work has established that adaptive and maladaptive forms of academic help-seeking are closely related to achievement goals, which could lead to different patterns of using ChatGPT as a help-seeking resource. Thus, the study examined the relationship among achievement goals, academic help-seeking goals, and ChatGPT-specific help-seeking goals in higher education. Undergraduate and graduate students completed self-report measures assessing AI tool proficiency, achievement goal orientation, general academic help-seeking goals, ChatGPT help-seeking goals, and perceived ChatGPT risk. A series of mediation analyses was conducted to determine if the relationships between achievement goals and ChatGPT help-seeking outcomes are mediated by general help-seeking goals. Our results revealed that mastery approach goals were positively related to instrumental help-seeking while negatively related to executive help-seeking, help-seeking threat, and avoidance. Additionally, the relationships between mastery approach goals and executive ChatGPT use, ChatGPT threat, and ChatGPT avoidance were mediated by the associated help-seeking goal construct. The perceived risk of ChatGPT was found to be a significant predictor of executive ChatGPT help-seeking and ChatGPT avoidance. The implications of the study include applicable strategies to promote the&#xa0;healthier adoption of ChatGPT in educational settings.</p>