Author Information
Rayen Jui-Yen Chang, National Chengchi University, TaiwanAbstract
The rapid development of generative artificial intelligence (AI) offers new opportunities for emotional support in mental health, particularly for college students facing multi-dimensional challenges during a crucial period of emotional and cognitive development. However, existing research has yet to fully examine the role of generative AI in students’ emotional adjustment and its connection to cognitive development. Drawing on psychological stress and coping theory, this qualitative exploratory study examined how generative AI affects college students’ perceptions, attitudes, and acceptance of AI-assisted emotional support. The study was conducted in a university setting, with 20 undergraduate participants (9 males, 11 females) from humanities, social sciences, and natural sciences, selected based on prior psychological stress experience and use of generative AI tools for emotional support. Semi-structured interviews explored students’ perceptions and attitudes toward AI. Data were analyzed using thematic analysis to identify key patterns in coping strategies and emotional regulation. Our research findings revealed that AI enhances awareness of stressors and facilitates cognitive reappraisal, helping reduce negative emotions. AI supports emotional regulation strategies such as relaxation and positive thinking, alleviating anxiety and stress. Students used AI for problem-focused coping, including finding solutions and planning. While participants generally found AI helpful and nonjudgmental, concerns about empathetic limitations, privacy, and overreliance emerged. Acceptance varied with self-efficacy and familiarity with technology. This study emphasizes generative AI’s potential as a complementary tool for stress management and informs mental health initiatives in higher education. Future research can explore longitudinal effects to understand evolving student experiences over time.
Comments
Powered by WP LinkPress