Students′ Voices on Artificial Intelligence: Uncovering the Dependency Paradox in Academic Writing

Abstract

The proliferation of AI tools in academic writing has transformed scholarly practices, yet limited research has addressed long-term consequences of AI dependency on cognitive autonomy. This mixed-methods study investigates psychological mechanisms underlying AI dependency, proposing a theoretical distinction between “adaptive AI dependency” (enhancing development while maintaining autonomy) and “maladaptive AI dependency” (diminishing independent thinking). A sequential explanatory design employed 327 undergraduate students from Indonesian universities. Data collection utilized validated questionnaires and interviews with 10 participants, analyzed through descriptive statistics and thematic analysis. Findings revealed an “AI dependency paradox”: 55.7% acknowledged AI assistance in efficiency, yet 49% expressed learning concerns. While 64% reported enhanced efficiency, 25.1% indicated high dependency. Qualitative analysis identified decreased self-efficacy (38.9% uncomfortable without AI), cognitive offloading, and anxiety dependency. However, adaptive strategies emerged among students balancing AI utilization with intellectual autonomy. Results indicate an urgent need for evidence-based guidelines promoting responsible AI integration in higher education.