AIlessphobia in Education and Academic Procrastination among Undergraduate Students in Sports Sciences: A Cross-Sectional Study
DOI:
https://doi.org/10.46328/ijonse.7466Keywords:
Phobia, Academic procrastination, Artificial intelligence, Correlational study, Sports sciencesAbstract
AIlessphobia in education refers to the anxiety, fear, and feeling of inadequacy that students experience when they are unable to access or use artificial intelligence (AI) tools during academic tasks. AIlessphobia in education, which has been proposed as a relatively new psychological concept in educational settings, may be related to students' self-regulation difficulties and procrastination tendencies. In this context, this study examined the relationship between AIlessphobia in education and academic procrastination in students of the Faculty of Sport Sciences. The study was designed as a cross-sectional study and included 313 undergraduate students selected through convenience sampling. Data were collected using a demographic information form, the AIlessphobia in Education Scale and the Academic Procrastination Scale. Descriptive statistics, Pearson correlation analysis and simple linear regression were used to analyse the data. The findings indicated that AIlessphobia in education and its subdimensions were positively associated with academic procrastination. In the regression model, AIlessphobia in education was significantly associated with academic procrastination and explained 5.2% of the variance. Although the explained variance was small, the findings suggest that higher AIlessphobia in education levels are associated with higher academic procrastination. These findings contribute to the emerging literature on AI-related psychological constructs in education and indicate that academic procrastination may be a significant correlate of AIlessphobia in education among university students.
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