The objectives of the current study were to investigate the potential indirect effect ofactive procrastination in the relationship between ChatGPT use in academic contexts andpsychological distress related to ChatGPT use. The study included 236 student participantsfrom Romania, of whom 68.2% were women, ranging in age from 18 to 25 years (M = 20.64;SD = 1.97). The participants completed instruments assessing ChatGPT use in academiccontexts, active procrastination, psychological distress related to ChatGPT use, and varioussocio-demographic data. Our findings indicate that ChatGPT use in academic contexts ispositively associated with psychological distress related to ChatGPT use, while activeprocrastination is negatively related to both ChatGPT use in academic contexts andpsychological distress related to ChatGPT use. Moreover, active procrastination has anindirect effect on the aforementioned direct relationship. The theoretical and practicalimplications of the present findings are discussed.
The Indirect Effect of Active Procrastination in the Relationship Between ChatGPT Use in Academic Contexts and ChatGPT-Related Psychological Distress / Hutul, T., Karner-Huțuleac, A., Roman, A., Pintilie, S., Maris, A., Honțaru, C., Fărcășan, I.. - In: JOURNAL OF INTERCULTURAL MANAGEMENT AND ETHICS. - ISSN 2601-5749. - 8:4(2025), pp. 45-67. [10.35478/jime.2025.4.04]
The Indirect Effect of Active Procrastination in the Relationship Between ChatGPT Use in Academic Contexts and ChatGPT-Related Psychological Distress
Hutul, Tudor-Daniel
;
2025
Abstract
The objectives of the current study were to investigate the potential indirect effect ofactive procrastination in the relationship between ChatGPT use in academic contexts andpsychological distress related to ChatGPT use. The study included 236 student participantsfrom Romania, of whom 68.2% were women, ranging in age from 18 to 25 years (M = 20.64;SD = 1.97). The participants completed instruments assessing ChatGPT use in academiccontexts, active procrastination, psychological distress related to ChatGPT use, and varioussocio-demographic data. Our findings indicate that ChatGPT use in academic contexts ispositively associated with psychological distress related to ChatGPT use, while activeprocrastination is negatively related to both ChatGPT use in academic contexts andpsychological distress related to ChatGPT use. Moreover, active procrastination has anindirect effect on the aforementioned direct relationship. The theoretical and practicalimplications of the present findings are discussed.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
