Beyond Bots and Books: Investigating the Drivers and Outcomes of GENAI Usage Among Business Students

Abstract

This study explored the interactive effects of personality traits and fear of punishment on the use of Generative AI (GEN-AI) among business students. The study also examined the effects of GEN-AI usage on a variety of academic outcomes such as attitudes towards cheating, academic engagement, and academic performance. Further, the study examined the mediating role of GEN-AI usage in the relationships of personality traits with academic outcomes. The study adopted a time-lagged design and the data (N = 249) were collected in three-waves from business students across diverse higher education institutions. The findings revealed significant positive associations of trait curiosity, self-monitoring, and proactive personality with the use of GEN-AI. Similarly, GEN-AI usage was positively related to attitudes towards cheating and negatively related to academic engagement and academic performance. The findings further demonstrated that fear of punishment significantly moderated the relationships of trait curiosity and proactive personality with GEN-AI usage in such a way that both personality traits had negative effects on the use of GEN-AI when the students had low fear of punishment. Moreover, GEN-AI usage mediated the relationships of personality traits with academic outcomes. Finally, the study provided important implications for educators, policymakers, and students seeking to use AI chatbots in academia.

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