GenAI Usage Behaviors and Learning Burnout in Higher Education: The Mediating Role of Plagiaristic Practices and Classroom Overreliance

Abstract

Generative Artificial Intelligence (GenAI) is changing the landscape of higher education and profoundly affecting college students' learning performance and learning psychology. This study explored the types of behaviors that college students use GenAI and the mechanisms that influence academic burnout. The data were from 369 full-time undergraduate students through a questionnaire, and the hypotheses were analyzed using SPSS 27.0 and the Amos 28.0 plug-in. Results showed that undergraduates demonstrated high levels of GenAI use and acceptance in their academic endeavors, with GenAI assisted homework receiving the highest scores. Significant differences in the performance of GenAI users were observed on gender, academic achievement, and major category. SEM revealed that plagiarized GenAI use and GenAI-assisted classes directly increased academic burnout. In contrast, the effects of GenAI alternative search tasks, GenAI assisted homework, and GenAI evaluation feedback on academic burnout were indirect, mediated through plagiarized GenAI use and GenAI assisted classroom responses. Specifically, there are complex mechanisms of influence between GenAI use behaviors and college student burnout. This study brings new perspectives to the existing literature and articulates valuable insights around the use of GenAI in higher education practice.

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