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Background <p>The rapid growth of artificial intelligence (AI) has significantly influenced educational practices and students’ academic achievement. Also, increasing academic demands and technological pressures have contributed to higher levels of academic stress among students.</p> Purpose <p>This study aimed to assess the association between artificial intelligence use with academic stress and academic achievement among nursing students in Palestine.</p> Method <p>A descriptive cross-sectional study was conducted among nursing students at the Faculty of Nursing, An-Najah National University, in Palestine. A non-probability convenience sample of 117 students was recruited. Data was collected using an online questionnaire consisting of four tools: a sociodemographic and AI-use questionnaire, the Academic AI Usage Scale (AAIUS), an Academic Achievement Questionnaire, and the Perception of Academic Stress Scale (PAS). Data was analyzed using the Statistical Package for Social Sciences version 26.</p> Result <p>The study revealed that the level of AI usage was moderate to high (median = 72.00, IQR = 66.50–84.00), while the levels were moderate for the academic achievement (median = 2.86, IQR = 2.51–3.14) and academic stress (median total stress = 54.00, IQR = 50.00–57.00). Also, no statistically significant differences were found between sociodemographic data and academic achievement, AI usage, and academic stress. However, the type of AI tool used was significantly associated with academic achievement (H = 11.675, <i>p</i> = 0.009, η² = 0.083). Furthermore, the results showed the presence of significant, moderate positive relationship between AI usage and academic achievement (<i>r</i> = 0.500, <i>p</i> &lt; 0.001), and a weak positive relationship between academic achievement and stress (<i>r</i> = 0.260, <i>p</i> = 0.005), while no significant relationship was found between AI usage and academic stress (<i>r</i> = 0.070, <i>p</i> = 0.455). Finally, multiple regression analyses showed that the models predicting academic achievement (R² = 0.030, <i>p</i> = 0.628) and academic stress (R² = 0.057, <i>p</i> = 0.253) were not statistically significant, in term of demographic, educational information and prior experience.</p> Conclusion <p>The study found that nursing students in Palestine reported moderate levels of AI use, academic achievement, and academic stress. AI usage was positively associated with academic achievement, while academic achievement was also positively related to academic stress. However, AI use was not significantly related to academic stress, indicating that AI tools may support academic performance without increasing stress levels. These findings highliting the posibility of integration AI tools to enhance academic achievement among nursing students, without increasing their stress.</p>

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The association of artificial intelligence use on academic stress and academic achievement among nursing students in palestine

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月18日

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  • Emad Zaid,
  • Jamal Qaddumi,
  • Hidaya Sabbagh,
  • Fadi Esleem

摘要

Background

The rapid growth of artificial intelligence (AI) has significantly influenced educational practices and students’ academic achievement. Also, increasing academic demands and technological pressures have contributed to higher levels of academic stress among students.

Purpose

This study aimed to assess the association between artificial intelligence use with academic stress and academic achievement among nursing students in Palestine.

Method

A descriptive cross-sectional study was conducted among nursing students at the Faculty of Nursing, An-Najah National University, in Palestine. A non-probability convenience sample of 117 students was recruited. Data was collected using an online questionnaire consisting of four tools: a sociodemographic and AI-use questionnaire, the Academic AI Usage Scale (AAIUS), an Academic Achievement Questionnaire, and the Perception of Academic Stress Scale (PAS). Data was analyzed using the Statistical Package for Social Sciences version 26.

Result

The study revealed that the level of AI usage was moderate to high (median = 72.00, IQR = 66.50–84.00), while the levels were moderate for the academic achievement (median = 2.86, IQR = 2.51–3.14) and academic stress (median total stress = 54.00, IQR = 50.00–57.00). Also, no statistically significant differences were found between sociodemographic data and academic achievement, AI usage, and academic stress. However, the type of AI tool used was significantly associated with academic achievement (H = 11.675, p = 0.009, η² = 0.083). Furthermore, the results showed the presence of significant, moderate positive relationship between AI usage and academic achievement (r = 0.500, p < 0.001), and a weak positive relationship between academic achievement and stress (r = 0.260, p = 0.005), while no significant relationship was found between AI usage and academic stress (r = 0.070, p = 0.455). Finally, multiple regression analyses showed that the models predicting academic achievement (R² = 0.030, p = 0.628) and academic stress (R² = 0.057, p = 0.253) were not statistically significant, in term of demographic, educational information and prior experience.

Conclusion

The study found that nursing students in Palestine reported moderate levels of AI use, academic achievement, and academic stress. AI usage was positively associated with academic achievement, while academic achievement was also positively related to academic stress. However, AI use was not significantly related to academic stress, indicating that AI tools may support academic performance without increasing stress levels. These findings highliting the posibility of integration AI tools to enhance academic achievement among nursing students, without increasing their stress.