对学生对人工智能的态度的分析-ChatGPT,特别是与人格特征,应对策略和个人价值观有关
Simona Maria Glaveanu1, Roxana Maier1
1Faculty of Psychology, Ecological University of Bucharest, 061341 Bucharest, Romania.
Behavioral sciences (Basel, Switzerland)
|September 27, 2025
概括
布加勒斯特学生的学生.
科学领域:
- 心理学 心理学 心理学
- 教育技术的教育技术.
- 人工智能研究 人工智能研究
背景情况:
- 调查学生对人工智能 (AI),特别是ChatGPT的态度,对于理解其融入教育至关重要.
- 衡量人工智能态度的现有工具缺乏对罗马尼亚学生群体的验证.
- 个性特征,应对策略和价值观等个人因素显著影响用户与AI的互动.
研究的目的:
- 调整和验证一个衡量布加勒斯特学生对ChatGPT态度的尺度.
- 探索学生对ChatGPT的态度与他们的性格特征,应对策略和个人价值观之间的关系.
- 确定心理社会方法,以有效地让学生参与使用像ChatGPT这样的AI工具.
主要方法:
- 在508名布加勒斯特学生中,调整和验证一个16项尺度来衡量对ChatGPT的态度.
- 使用探索性因子分析 (EFA) 和确认性因子分析 (CFA) 来评估尺度结构和心理特征.
- 进行了相关性分析,以检查态度,个性,应对和价值观之间的关系.
主要成果:
- 调整后的尺度显示了足够的心理测量特性,其中三个因素 (认知,情感,行为) 解释了53%的态度差异.
- 85.53%的学生报告使用ChatGPT,其中24.11%的学生持积极态度.
- 在学生对ChatGPT的态度和他们的性格特征,应对策略和个人价值观 (p < 0.01; 0.23 < r2 < 0.50) 之间发现了显著的相关性.
结论:
- 该研究成功地调整了一个尺度来衡量布加勒斯特学生对ChatGPT的态度,揭示了与心理因素的重要联系.
- 研究结果表明,个性,应对机制和价值观在学生如何感知和与AI互动方面发挥着作用.
- 该研究提出了有效的学生报告AI的实用方法,承认道德考虑和教育效益.
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