Self-Esteem and the Use of Artificial Intelligence in Academic Settings: Implications for Cognitive Autonomy in Young Adults
Keywords:
self-esteem, artificial intelligence, cognitive autonomy, adaptive use, young adultsAbstract
The accelerated integration of artificial intelligence (AI) applications, such as ChatGPT, in higher education has led to significant changes in learning processes and in how young adults evaluate their academic competence. While these tools can facilitate access to information and support intellectual activities, their use raises important questions regarding psychological impacts on self-esteem and cognitive autonomy. This article examines the relationship between the use of AI applications and young adults’ self-esteem, distinguishing between adaptive use, which serves an educational support function, and compensatory use, associated with reduced personal cognitive effort. The implications of these usage patterns on the development of academic identity are discussed, as well as the need to promote critical and responsible engagement with AI in educational contexts.
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