Adolescents’ use and perceived usefulness of generative AI for schoolwork: exploring their relationships with executive functioning and academic achievement

Abstract

In this study, we aimed to explore the frequency of use and perceived usefulness of LLM generative AI chatbots (e.g., ChatGPT) for schoolwork, particularly in relation to adolescents’ executive functioning (EF), which includes critical cognitive processes like planning, inhibition, and cognitive flexibility essential for academic success. Two studies were conducted, encompassing both younger (Study 1: N = 385, 46% girls, mean age 14 years) and older (Study 2: N = 359, 67% girls, mean age 17 years) adolescents, to comprehensively examine these associations across different age groups. In Study 1, approximately 14.8% of participants reported using generative AI, while in Study 2, the adoption rate among older students was 52.6%, with ChatGPT emerging as the preferred tool among adolescents in both studies. Consistently across both studies, we found that adolescents facing more EF challenges perceived generative AI as more useful for schoolwork, particularly in completing assignments. Notably, academic achievement showed no significant associations with AI usage or usefulness, as revealed in Study 1. This study represents the first exploration into how individual characteristics, such as EF, relate to the frequency and perceived usefulness of LLM generative AI chatbots for schoolwork among adolescents. Given the early stage of generative AI chatbots during the survey, future research should validate these findings and delve deeper into the utilization and integration of generative AI into educational settings. It is crucial to adopt a proactive approach to address the potential challenges and opportunities associated with these emerging technologies in education.