Authors : Unnatii Duggal

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/2rfcrwrb

Scribd : https://tinyurl.com/ynzp4nvy

DOI : https://doi.org/10.38124/ijisrt/26apr1940

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : With the rapid integration of artificial intelligence into higher education, understanding its psychological implications for students has become increasingly urgent. This study examined the influence of locus of control and ChatGPT usage on emotional apathy among 170 individuals (aged 18 and above) using a correlational research design. Data were collected using Rotter's Locus of Control Scale, the Apathy Evaluation Scale, and a ChatGPT Usage in Education Scale, and analysed via Pearson correlation, independent samples t-test, and multiple linear regression. Results revealed a significant negative correlation between ChatGPT usage and emotional apathy (r = −.315, p < .01), with ChatGPT usage emerging as a significant predictor of lower apathy (β = −.318, p < .001). Contrary to expectation, locus of control did not significantly predict emotional apathy. These findings challenge prevailing assumptions about AI-driven academic disengagement and suggest that purposeful ChatGPT use may promote emotional engagement in educational contexts. Implications for educators, institutions, and AI policy in higher education are discussed.

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