THE DIGITAL CRUTCH: INVESTIGATING THE CORRELATION BETWEEN AI TOOL DEPENDENCY AND ACADEMIC SELF-EFFICACY AMONG UNIVERSITY STUDENTS

Abstract

The rapid integration of artificial intelligence (AI) in higher education has sparked significant debate regarding its impact on student learning and autonomy. While AI offers powerful tools for academic assistance, educators and researchers increasingly worry about potential over-reliance and its effects on students' confidence in their own abilities. This quantitative study investigated the relationship between AI tool dependency and academic self-efficacy among 429 university students at Centro Escolar University, Philippines. Using a cross-sectional survey design, data were collected on AI usage frequency, specific task reliance, and perceived psychological dependency, alongside a validated three-domain academic self-efficacy scale (essay writing, mathematics, and research). Statistical analyses included Spearman rank-order correlations, independent samples t-tests, and one-way ANOVA. The results indicated that the frequency of AI tool use was not significantly correlated with academic self-efficacy (ρ = −.017, p = .725), suggesting that students’ level of confidence in their academic abilities is not associated with how often they use AI tools. However, a significant "digital crutch" effect emerged among students who perceived themselves as unable to function without these tools. Students identifying as AI-dependent demonstrated significantly lower self-efficacy scores (M = 3.631) compared to their AI-independent peers (M = 3.916; t = -3.334, p = .001). Furthermore, this relationship remained consistent across diverse academic disciplines, suggesting that the psychological appraisal of one's need for AI, rather than the act of using it, is the critical factor diminishing academic confidence. These findings underscore the need for educational strategies that foster AI literacy while simultaneously reinforcing students' belief in their foundational cognitive capabilities.