Abstract
This study investigates the impact of ChatGPT usage on student task initiation, employing a cross-sectional design with 427 doctoral and master’s students. The research examines correlations between the frequency of ChatGPT interaction and the promptness of initiating academic tasks, utilizing a standardized scale for task initiation alongside a newly developed scale for measuring ChatGPT usage. Through statistical analysis methods including bivariate correlation and one-way ANOVA, the study aims to identify patterns of task initiation among non-users and users of different ChatGPT versions. Results indicate a significant negative correlation (rho = -0.511, p < .01) between ChatGPT usage and task initiation, suggesting that increased use of ChatGPT may be associated with delayed task initiation. Notably, non-users demonstrated a higher tendency for prompt task initiation (M = 3.215) than ChatGPT users. Furthermore, variations in task initiation behaviors were observed between users of the V3.5 and V4 versions of ChatGPT, with V4 users exhibiting more favorable task initiation outcomes. The findings highlight the nuanced impact of ChatGPT on student academic behavior, suggesting that while ChatGPT can serve as a valuable academic tool, its usage may also influence traditional task initiation habits. These insights emphasize the need for a balanced approach to incorporating AI tools in educational settings, considering their potential to alter student work habits and discipline.
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