Most research on students' use of generative AI (GenAI) relies on frequency of use as an indicator of engagement. However, frequency is a weak proxy, capturing exposure but not the way students integrate GenAI into their learning. This study examined whether distinct patterns of GenAI use are more informative for academic outcomes than how often GenAI is used. We differentiated between constructive use (using GenAI to support understanding) and passive use (using it as a shortcut). Use types were assessed with items developed inductively from pilot data. Using survey responses from 157 undergraduates, we tested their associations with academic performance and the mediating role of academic self-efficacy. Frequency of use was included as a comparison variable. Constructive GenAI use was positively associated with academic performance, whereas passive use was negatively associated with academic performance. Both relationships were mediated by academic self-efficacy. Frequency of GenAI use did not significantly predict either performance or self-efficacy, indicating limited value as a standalone indicator of academic outcomes. It did, however, moderate the association between constructive use and self-efficacy, with stronger associations at higher levels of use, a pattern not observed for passive use. These findings are consistent with a pathway from GenAI use to academic performance through academic self-efficacy, with frequency strengthening this pathway only under constructive use. For higher education, this highlights the need for pedagogical approaches that foster constructive GenAI use, as well as refined measures that capture the nature of student-GenAI interaction.

Authors:
Asmitha Rao Ponnam, The American College of Greece, Greece
Christos Stamatoulis, The American College of Greece, Greece
Christos Mourikis, The American College of Greece, Greece
Lavinia Pyrovetsi, The American College of Greece, Greece
Irene Karayianni, The American College of Greece, Greece

About the Presenter(s)
Dr. Irene Karayianni is currently an Assistant Professor at the Psychology Department at the American College of Greece

Connect on Linkedin
https://www.linkedin.com/in/irenekarayianni/

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