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References from From effectiveness to sustainable use: understanding university students’ adoption of generative AI for academic writing through an extended UTAUT mixed-methods study. Local targets link to admitted publications; unresolved targets remain external evidence.
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students
10.1186/s41239-024-00444-7 · 2024 · External reference
Technology readiness and safety outcomes in construction: the mediating role of worker competence and moderating role of top management support
10.33150/jitdets-9.2.6 · 2025 · External reference
Novel extension of the UTAUT model to understand continued usage intention of learning management systems: the role of learning tradition
10.1007/s10639-021-10758-y · 2022 · External reference
Academic writing difficulties encountered by university EFL learners
10.37745/bjel.2013/vol10n3111 · 2022 · External reference
Enhancing medical students critical thinking skills through ChatGPT: an empirical study with medical students
10.1177/02601060241273627 · 2025 · External reference
Understanding how large language models influence student motivation and academic performance: a behavioral framework for sustainable education
10.3390/su18115759 · 2026 · External reference
Investigating influencing factors of learning satisfaction in AI ChatGPT for research: university students perspective
10.1016/j.heliyon.2024.e32220 · 2024 · External reference
The sustainable integration of AI in higher education: analyzing ChatGPT acceptance factors through an extended UTAUT2 framework in Peruvian universities
10.3390/su162310707 · 2024 · External reference
Factors influencing academic staff satisfaction and continuous usage of generative artificial intelligence (GenAI) in higher education
10.1186/s41239-025-00506-4 · 2025 · External reference
Integrating psychological and neurobiological considerations regarding the development and maintenance of specific internet-use disorders: an interaction of person-affect-cognition-execution (I-PACE) model
10.1016/j.neubiorev.2016.08.033 · 2016 · External reference
Examining the students’ behavioral intention to use e-learning in Azerbaijan? The general extended technology acceptance model for e-learning approach
10.1016/j.compedu.2017.04.010 · 2017 · External reference
Factors determining the behavioral intention to use mobile learning: an application and extension of the UTAUT model
10.3389/fpsyg.2019.01652 · 2019 · External reference
Adoption of artificial intelligence in higher education: a quantitative analysis using structural equation modelling
10.1007/s10639-020-10159-7 · 2020 · External reference
More inspiration and attention: how generative AI tools impact graduate students’ affective engagement in L2 source-based academic writing
10.1016/j.compedu.2025.105495 · 2025 · External reference
The motivational beliefs and attitudes about writing of international students enrolled in online academic English classes during the COVID-19 pandemic
10.3389/fpsyg.2023.1232664 · 2024 · External reference
Technology empowerment or risk avoidance?–investigating the overlooked factors influencing college students’ acceptance of generative artificial intelligence
10.1080/03075079.2025.2571674 · 2025 · External reference
What influences college students using AI for academic writing?-A quantitative analysis based on HISAM and TRI theory
10.1016/j.caeai.2025.100391 · 2025 · External reference
The role of AI in academic writing: impacts on writing skills, critical thinking, and integrity in higher education
10.3390/soc15090247 · 2025 · External reference
ChatGPT effects on cognitive skills of undergraduate students: receiving instant responses from AI-based conversational large language models (LLMs)
10.1016/j.caeai.2023.100198 · 2024 · External reference
The impact of generative artificial intelligence on academic development of Chinese students in humanities and social sciences
10.3390/educsci16060814 · 2026 · External reference
The mediating role of AI self-efficacy and the moderating role of gender role attitudes on AI adoption in turkish HEIs
10.20474/jahss-11.2.10 · 2025 · External reference
Evaluating structural equation models with unobservable variables and measurement error
10.1177/002224378101800104 · 1981 · External reference
Generative artificial intelligence (GenAI) for academic writing in higher education: a scoping review of applications, challenges, and implications
10.46328/ijemst.5682 · 2026 · External reference
Artificial intelligence and knowledge-based engineering for the design of environmental nanomaterials: a review
10.38094/jastt71627 · 2026 · External reference
Academic writing challenges and supports: perspectives of international doctoral students and their supervisors
10.3389/feduc.2022.891534 · 2022 · External reference
Research on the factors affecting the adoption of health short videos by the college students in China: unification based on TAM and UTAUT model
10.3389/fpsyg.2025.1547402 · 2025 · External reference
Measuring undergraduate students’ reliance on generative AI during problem-solving: scale development and validation
10.1016/j.compedu.2025.105329 · 2025 · External reference
How academic competition fosters GenAI dependency in research among Chinese STEM postgraduates? A mixed-methods approach
10.1007/s10734-026-01630-4 · 2026 · External reference
Modeling AI-assisted writing: how self-regulated learning influences writing outcomes
10.1016/j.chb.2024.108538 · 2025 · External reference
The role of perceived trust and technology anxiety in intention to use technology tools in HEI: applying the modified UTAUT from user behavior context
10.1080/2331186x.2025.2597051 · 2025 · External reference
Examining faculty and student perceptions of generative AI in university courses
10.1007/s10755-024-09774-w · External reference
Exploring students’ perspectives on generative AI-assisted academic writing
10.1007/s10639-024-12878-7 · External reference
A pedagogical design for self-regulated learning in academic writing using text-based generative artificial intelligence tools: 6-P pedagogy of plan, prompt, preview, produce, peer-review, portfolio-tracking
10.58459/rptel.2024.19030 · 2024 · External reference
Exploring the role of intrinsic motivation in ChatGPT adoption to support active learning: an extension of the technology acceptance model
10.1016/j.caeai.2023.100178 · 2023 · External reference
Explaining and predicting users’ continuance intention toward e-learning: an extension of the expectation–confirmation model
10.1016/j.compedu.2009.09.002 · 2010 · External reference
Generative AI (GenAI) in the language classroom: a systematic review
10.1080/10494820.2025.2498537 · 2025 · External reference
A study on factors influencing designers’ behavioral intention in using AI-generated content for assisted design: perceived anxiety, perceived risk, and UTAUT
10.1080/10447318.2024.2310354 · 2025 · External reference
Challenges in academic writing: perspectives of engineering faculty and L2 postgraduate research students
10.1016/j.esp.2021.03.004 · 2021 · External reference
Eight months into reality: a scoping review of the application of ChatGPT in higher education teaching and learning
10.1007/s10755-025-09790-4 · 2025 · External reference
Unresolved reference
2026 · External reference
Impact of ChatGPT on ESL students’ academic writing skills: a mixed methods intervention study
10.1186/s40561-024-00295-9 · 2024 · External reference
Faculty perceptions of common challenges encountered by novice doctoral writers
10.1080/07294360.2013.863850 · 2014 · External reference
Exploring artificial intelligence in academic essay: higher education student’s perspective
10.1016/j.ijedro.2023.100296 · 2023 · External reference
Generative AI chatbots in higher education: a review of an emerging research area
10.1007/s10734-024-01288-w · 2025 · External reference
Exploring the role of digital mindset and AI literacy in enhancing strategic agility through decision accuracy
10.20474/jahss-11.2.4 · 2025 · External reference
Unraveling the influential factors driving persistent adoption of ChatGPT in learning environments
10.1007/s10639-025-13662-x · 2025 · External reference
GenAI integration and EFL academic writing: a quasi-experimental study of performance gains and developmental error patterns in Chinese higher education
10.1177/07356331261468164 · 2026 · External reference
Exploring students’ perceptions and satisfaction of using GenAI-ChatGPT tools for learning in higher education: a mixed methods study
10.1007/s42979-025-04010-4 · 2025 · External reference
Human-AI collaboration patterns in AI-assisted academic writing
10.1080/03075079.2024.2323593 · 2024 · External reference
Conceptualising and cultivating critical GAI literacy in doctoral academic writing
10.1016/j.jslw.2024.101156 · 2024 · External reference
Generative AI dependency: the emerging academic crisis and its impact on student performance—a case study of a university in Zimbabwe
10.1080/2331186x.2025.2549787 · 2025 · External reference
Generative artificial intelligence (GenAI) use and dependence: an approach from behavioral economics
10.3389/fpubh.2025.1634121 · 2025 · External reference
Can artificial intelligence help for scientific writing?
10.1186/s13054-023-04380-2 · 2023 · External reference
Enhancing English as a foreign language (EFL) Learners’ writing with ChatGPT: a university-level course design
10.34190/ejel.21.5.3329 · 2024 · External reference
A longitudinal field investigation of gender differences in individual technology adoption decision-making processes
10.1006/obhd.2000.2896 · 2000 · External reference
User acceptance of information technology: toward a unified view
10.2307/30036540 · 2003 · External reference
Exploring students’ generative AI-assisted writing processes: perceptions and experiences from native and nonnative English speakers
10.1007/s10758-024-09744-3 · 2025 · External reference
The impact of using ChatGPT on academic writing among medical undergraduates
10.1080/07853890.2024.2426760 · 2024 · External reference
Investigating the determinants and age and gender differences in the acceptance of mobile learning
10.1111/j.1467-8535.2007.00809.x · 2009 · External reference
Exploring PhD students’ utilization of generative AI in academic writing for publication purposes: insights for EAP
10.1016/j.jeap.2025.101612 · 2026 · External reference
Exploring factors of the willingness to accept AI-assisted learning environments: an empirical investigation based on the UTAUT model and perceived risk theory
10.3389/fpsyg.2022.870777 · 2022 · External reference
College students’ use behavior of generative AI and its influencing factors under the unified theory of acceptance and use of technology model
10.1007/s10639-025-13508-6 · 2025 · External reference
Impact of ChatGPT on learners in a L2 writing practicum: an exploratory investigation
10.1007/s10639-023-11742-4 · 2023 · External reference
Tiktok in higher education: a systematic review of disciplinary applications, learning outcomes, and implementation factors
10.1080/10494820.2025.2564736 · 2025 · External reference
AI-associated academic writing anxiety in AI-assisted contexts: evidence from Chinese EFL postgraduate students
10.3389/fpsyg.2026.1841607 · 2026 · External reference
Generative AI and TCM teaching materials
10.33152/jmphss-9.3.2 · 2025 · External reference
Generative AI and the future of higher education: a threat to academic integrity or reformation? Evidence from multicultural perspectives
10.1186/s41239-024-00453-6 · 2024 · External reference
Nexus of human-AI trust equation: competence, ethics, and self-efficacy as drivers of career growth and AI-supported decision involvement
10.33152/jmphss-10.1.6 · 2026 · External reference
The paradox of self-efficacy and technological dependence: unraveling generative AI’s impact on university students’ task completion
10.1016/j.iheduc.2024.100978 · 2025 · External reference
Do you have AI dependency? The roles of academic self-efficacy, academic stress, and performance expectations on problematic AI usage behavior
10.1186/s41239-024-00467-0 · 2024 · External reference
How do personal attributes shape AI dependency in Chinese higher education context? Insights from needs frustration perspective
10.1371/journal.pone.0313314 · 2024 · External reference