Jul 2026· Journal of Enterprise Information Management· 0 citations· 85 references
TL;DR
Investigating how individuals form a sense of identity around ChatGPT finds that regular interaction with ChatGPT is associated with the development of a distinct IT identity, and the presence of sufficient resources and organizational or contextual support significantly moderates this relationship, shaping user behaviors in meaningful ways.
Abstract
As the use of ChatGPT continues to expand, understanding its impact on users remains an emerging area of study. This research investigates how individuals form a sense of identity around ChatGPT, applying the information technology (IT) identity framework, with an added outcomes component, to assess the psychological relationship users develop with the tool.
A survey of 312 active ChatGPT users was conducted to evaluate the framework’s applicability in this context and to explore the resulting behavioral and experiential outcomes. The model was tested using partial least squares structural equation modeling.
The results provide partial support for the IT identity framework in the ChatGPT context. The analysis indicates that regular interaction with ChatGPT is associated with the development of a distinct IT identity. Moreover, the presence of sufficient resources and organizational or contextual support significantly moderates this relationship, shaping user behaviors in meaningful ways. These behaviors, in turn, were linked to improvements in both individual performance and perceived social well-being. The findings also suggest that some relationships established in traditional IT contexts may operate differently in generative AI environments.
By extending the IT identity framework to include specific outcome measures, this study offers a nuanced understanding of how AI-based tools like ChatGPT influence user identity and behavior based on the IT identity framework. The findings further contribute to understanding how AI-related identities form and highlight opportunities for refining IT identity theory in the context of generative AI assistants.
This study examines the transition from intention to routine use in ChatGPT adoption in higher education from a person-centered perspective. A total of 351 valid responses from students and instructors were analyzed following data screening procedures. Although previous research on generative AI adoption has largely relied on variable-centered approaches such as UTAUT2 to explain average relationships among constructs, the present study argues that implementation challenges can be understood more effectively through user segments. Using k-means clustering on standardized UTAUT2 driver constructs, performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, price value, and habit, three adoption profiles were identified: Capability-Ready Explorers, Routine Adopters, and Skeptical/Detached Users. To interpret differences among these groups more precisely, the study introduces two conversion indicators: the Capability-to-Habit Discrepancy Index (CHDI) and the Intention-to-Use Residual (IUR). Findings show that the largest group, Capability-Ready Explorers, demonstrates relatively high perceived ease of use and support but low habit and only moderate use frequency, indicating a gap between readiness and routinized practice. Variation across faculties and school years further suggests that ChatGPT adoption is shaped by disciplinary and developmental context. The discussion integrates UTAUT2, habit formation theory, and self-regulated learning to argue that successful institutional adoption depends not only on promoting positive attitudes, but also on designing repeatable, legitimate, and accountable routines of use. The study concludes that person-centered profiling offers a practical framework for understanding and supporting responsible AI integration in higher education.
M. H. Kaya, M. Bulut· International Journal of Tec...· 0 citations
With the advancement of artificial intelligence (AI) technology, AI tools like ChatGPT have gradually become a part of the life of students in universities. Previous research has mainly addressed the functional aspects of AI, such as information retrieval and academic support, but the socio-emotional and personalized aspects of AI, and how these shape users’ continued usage behaviour. Therefore, this study aims to examine the effects of academic support, emotional support, and perceived personalisation on students’ continuance intention toward ChatGPT, with perceived trust acting as a mediating mechanism. This research grounded by the Expectation-Confirmation Theory and Information Systems Continuance Model by incorporating two additional variables: perceived personalisation and academic support and emotional support as antecedents of students’ continuance intention toward ChatGPT. This quantitative study used an online survey to collect data from 263 university students. The proposed model was analysed using SmartPLS-SEM to examine both direct and indirect relationships, with perceived trust specified as a mediating variable. The structural model indicates that academic support and emotional support have significant direct effects on continuance intention. Although perceived personalisation positively influences user trust, its direct effect on continuance intention is not significant. Instead, perceived trust fully mediates this relationship, indicating that personalisation alone does not directly drive continued use unless it first builds user trust. These findings highlight the critical role of trust as a psychological mechanism through which AI personalisation translates into sustained user engagement. The study contributes to the literature on human–AI interaction by integrating cognitive, emotional, and personalisation dimensions within a unified continuance framework. Practically, the results suggest that AI developers should prioritise trust-building mechanisms when designing personalised and emotionally supportive systems to ensure long-term user adoption, particularly in educational contexts.
P. Muthurajan, Hashima Mohaini Mohammad, Nur Afni Halil et al.· International Journal of Mod...· 0 citations
Academic writing is perceived as a challenging task among ESL students as it involves cognitive, metacognitive, and self-regulatory skills. New norms of support in writing processes have been introduced with the emergence of artificial intelligence tools, such as ChatGPT. Therefore, grounded in Albert Bandura’s Social Cognitive Theory, this quantitative study explores how environmental (including these environmental AI shifts), personal cognitive, and behavioural factors influence the students’ academic writing processes. It aims to investigate if there are significant relationships among the three factors based on demographic variables, namely, genders, academic disciplines, and linguistic proficiencies. In addition, the study also examines ESL students’ perceptions of how these factors influence their writing processes. To achieve these, a survey was conducted among 165 ESL students from a Malaysian public university. The data, which was obtained through a 5-point Likert scale questionnaire, was analysed using SPSS. The analyses indicate a significant relationship between personal factors and gender, and different academic disciplines. On the other hand, linguistic proficiencies show a significant relationship across environmental and personal factors. Furthermore, students perceived environmental factors, particularly the use of ChatGPT, as a tool that encourages critical thinking and improves academic performance. The findings also revealed that the students relied on metacognitive and cognitive writing strategies and reflected their high resilience and effort regulation despite showing a lower consistency in regular writing practice. This study offers a foundation for more focused instructional interventions in higher education.
Nurul Syafieqah Jaafar, N. Rosly, Najwa Zulkifli et al.· International journal of res...· 0 citations
While ChatGPT was primarily viewed as an efficient tool in a work context, the quantitative survey reveals a weakly significant correlation between psychological stress and openness toward the social-emotional use of chatbots.
Stefanie Osetrow, H. Klapperich, Dr. Alina Huldtgren· Proceedings of Mensch und Co...· 0 citations
This study aims to explore students' perceptions towards usage of ChatGPT in higher education, focusing on how different aspects of the tool influence their attitudes and engagement. The independent variable consists of seven aspects of ChatGPT, which are capabilities, regulations and ethical concerns, satisfaction and attitude, study issues and outcomes, skills development, labor market and skill mismatch, and emotions, while the dependent variable is the overall usage of ChatGPT among university students. A quantitative research method was adopted using an online survey distributed through Google Forms to collect data from university students. The findings indicate that most students hold positive perceptions towards ChatGPT, viewing it as a useful tool for enhancing learning efficiency, developing new skills, and supporting academic tasks. However, some concerns remain regarding ethical use and overreliance on AI-generated content. The study concludes that ChatGPT has significant potential to complement traditional learning methods, provided it is used responsibly. The findings offer valuable implications for educators and policymakers in integrating AI tools effectively into educational settings.
H. Ibrahim, Dr. Rudresh Pandey, Nureen Waheda binti Mohd Nazdir et al.· Asian Pacific Journal of Man...· 0 citations
While there have been changes in the nature of such relationships in the society and workplace, there is little understanding of the extent to which these types of sites correspond. This study explores the relationship between the quality of human connection as an engine between technology use and interacting with others. Data collected by active users of technological gadgets has been analyzed with an exploratory approach and thus with the help of the Digital Communication Quality Mediation Framework (DCQ-MF) that integrates the platforms thoroughness, interactions ease of use, response and interconnected impact. The results show that using technology by itself does not considerably improve establishing connections unless it is paired with effective communication. It has been proven to help quality control an interaction in the same way of an encounter in an online setting, which is why it is important to have real interactions. By providing a systematic the encouragement procedure that indicates how the internet can promote successful interpersonal enthusiasm, the study adds to the corpus of knowledge in managerial and collaboration. This useful benefits can be of great assistance to corporations in order to improve their online relationships and to exchange results.
Maria Belsiya A., G. Arul Selvi· International journal of com...· 0 citations