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<p>The present study examines the associations between self-esteem and generative artificial intelligence (GAI) dependency among university students, as well as the potential mediating roles of academic anxiety and perceived usefulness. A total of 499 university students’ data were utilized to examine the relationship model. Results revealed a significant negative correlation between self-esteem and GAI dependency (<i>r</i> =  − 0.19). Mediation analyses demonstrated that academic anxiety partially explains this relationship, while perceived usefulness functioned as a suppressor, paradoxically amplifying dependency despite self-esteem’s protective effects. These findings suggest a dual-pathway mechanism: self-esteem reduces GAI dependency by alleviating academic anxiety yet inadvertently increases dependency through enhanced perceptions of GAI’s utility. The study provides concrete theoretical contributions by integrating affective and cognitive pathways into a unified framework of technology dependency, while offering practical guidance for developing differentiated interventions, psychological support targeting academic anxiety for vulnerable students versus critical digital literacy education for cognitively engaged users.</p>

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University Students’ Self-Esteem and GAI Dependency: Multiple Mediating Roles of Academic Anxiety and Perceived Usefulness

  • 期刊论文

  • 发表日期：

    2025年11月19日

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  • Yihan Chen,
  • Tingen Chen,
  • Shengping Yang,
  • Sixuan Yang,
  • Wenxing Yan,
  • Xi Zeng,
  • Kaiwen Zhang,
  • Weizhong Zhang

摘要

The present study examines the associations between self-esteem and generative artificial intelligence (GAI) dependency among university students, as well as the potential mediating roles of academic anxiety and perceived usefulness. A total of 499 university students’ data were utilized to examine the relationship model. Results revealed a significant negative correlation between self-esteem and GAI dependency (r =  − 0.19). Mediation analyses demonstrated that academic anxiety partially explains this relationship, while perceived usefulness functioned as a suppressor, paradoxically amplifying dependency despite self-esteem’s protective effects. These findings suggest a dual-pathway mechanism: self-esteem reduces GAI dependency by alleviating academic anxiety yet inadvertently increases dependency through enhanced perceptions of GAI’s utility. The study provides concrete theoretical contributions by integrating affective and cognitive pathways into a unified framework of technology dependency, while offering practical guidance for developing differentiated interventions, psychological support targeting academic anxiety for vulnerable students versus critical digital literacy education for cognitively engaged users.