A new study shows that students who are more responsible and hardworking are less likely to use AI tools like ChatGPT to help with schoolwork. And when students lean too much on these tools, it can actually hurt their learning. They tend to feel less confident, do worse in their classes, and often feel like no matter what they do, it won’t make a difference.
ChatGPT and similar AI tools can write essays, explain things, and even hold a conversation. They’re tempting when deadlines are tight and stress is high. But while they can offer a quick fix, they may not be helping students in the long run.
The study followed over 300 business students from three universities in Pakistan. Researchers wanted to see how personality traits affected students' use of generative AI, and what the results were. The study was done in three steps: first, students answered questions about their personality and how fair they thought their grades were. Later, they shared how often they used AI for school. Last, they reported how confident they felt in their academic skills, how helpless they felt, and what their grades were.
Out of all the personality traits they looked at, one stood out: conscientiousness. Students who were more organized, disciplined, and goal-focused were much less likely to rely on AI for their work. These same students tended to have higher grades, felt more in control of their success, and didn’t feel as helpless when things got tough.
Interestingly, students who were open to new experiences or who tended to be more anxious didn’t show clear patterns when it came to using AI. Even though you might expect curious students to use new tech more, that wasn’t the case here. One possible reason: they may enjoy thinking for themselves and prefer doing things their own way.
Another finding: students’ opinions about whether their grading system was fair didn’t make much difference in how much they used AI. Only one small connection showed up—students who were both open to new experiences and thought the grading was fair used AI a bit less, but this link wasn’t very strong.
What really stood out was how using AI seemed to affect students. Those who used AI more often said they didn’t feel very confident in their academic abilities. Many also felt like trying hard wouldn’t help, which is a warning sign of learned helplessness. On top of that, they had slightly lower grades overall.
This suggests that while using AI might save time, it could also chip away at a student’s belief in themselves. If someone starts to think they can’t succeed without help from AI, they may stop trying as hard, especially when facing a challenge. Over time, that mindset could turn into a habit—and not a healthy one.
The study also found that conscientious students performed better partly because they didn’t rely on AI. Their good study habits and sense of responsibility seemed to protect them from the downsides of using these tools too much.
Even though this research focused on business students in Pakistan, it points to a bigger question that schools everywhere are starting to face: how should we deal with AI in the classroom? If students start letting AI do the heavy lifting, they might miss out on the kind of learning that builds real skills—like critical thinking, problem-solving, and resilience.
The researchers say it’s not about banning AI. Instead, the key is helping students use it wisely. When used the right way, AI can support learning—helping students brainstorm, check their writing, or think through new ideas. But if it becomes a crutch, it can hurt more than help.
Going forward, the researchers want to look at how AI affects students in the long term—especially things like creativity, independence, and how ready they are for the job market. They also want to figure out what kinds of training or support could help students use AI in a way that boosts learning, not replaces it.
In the end, the message is simple: AI is a tool, not a shortcut. If students overuse it, they might lose touch with the very skills school is supposed to build. And that’s something teachers, schools, and students themselves should keep in mind.
Image: DIW-Aigen
Read next: AI Alters Graduate Hiring as Tech Companies Prioritize Experience Over Fresh Talent
ChatGPT and similar AI tools can write essays, explain things, and even hold a conversation. They’re tempting when deadlines are tight and stress is high. But while they can offer a quick fix, they may not be helping students in the long run.
The study followed over 300 business students from three universities in Pakistan. Researchers wanted to see how personality traits affected students' use of generative AI, and what the results were. The study was done in three steps: first, students answered questions about their personality and how fair they thought their grades were. Later, they shared how often they used AI for school. Last, they reported how confident they felt in their academic skills, how helpless they felt, and what their grades were.
Out of all the personality traits they looked at, one stood out: conscientiousness. Students who were more organized, disciplined, and goal-focused were much less likely to rely on AI for their work. These same students tended to have higher grades, felt more in control of their success, and didn’t feel as helpless when things got tough.
Interestingly, students who were open to new experiences or who tended to be more anxious didn’t show clear patterns when it came to using AI. Even though you might expect curious students to use new tech more, that wasn’t the case here. One possible reason: they may enjoy thinking for themselves and prefer doing things their own way.
Another finding: students’ opinions about whether their grading system was fair didn’t make much difference in how much they used AI. Only one small connection showed up—students who were both open to new experiences and thought the grading was fair used AI a bit less, but this link wasn’t very strong.
What really stood out was how using AI seemed to affect students. Those who used AI more often said they didn’t feel very confident in their academic abilities. Many also felt like trying hard wouldn’t help, which is a warning sign of learned helplessness. On top of that, they had slightly lower grades overall.
This suggests that while using AI might save time, it could also chip away at a student’s belief in themselves. If someone starts to think they can’t succeed without help from AI, they may stop trying as hard, especially when facing a challenge. Over time, that mindset could turn into a habit—and not a healthy one.
The study also found that conscientious students performed better partly because they didn’t rely on AI. Their good study habits and sense of responsibility seemed to protect them from the downsides of using these tools too much.
Even though this research focused on business students in Pakistan, it points to a bigger question that schools everywhere are starting to face: how should we deal with AI in the classroom? If students start letting AI do the heavy lifting, they might miss out on the kind of learning that builds real skills—like critical thinking, problem-solving, and resilience.
The researchers say it’s not about banning AI. Instead, the key is helping students use it wisely. When used the right way, AI can support learning—helping students brainstorm, check their writing, or think through new ideas. But if it becomes a crutch, it can hurt more than help.
Going forward, the researchers want to look at how AI affects students in the long term—especially things like creativity, independence, and how ready they are for the job market. They also want to figure out what kinds of training or support could help students use AI in a way that boosts learning, not replaces it.
In the end, the message is simple: AI is a tool, not a shortcut. If students overuse it, they might lose touch with the very skills school is supposed to build. And that’s something teachers, schools, and students themselves should keep in mind.
Image: DIW-Aigen
Read next: AI Alters Graduate Hiring as Tech Companies Prioritize Experience Over Fresh Talent
