CHATGPT USAGE AND ACADEMIC PROCRASTINATION IN UNIVERSITY STUDENTS: THE ROLE OF FAMILY SIZE AND SOCIO-ECONOMIC STATUS

Abstract

The substantial utility of Artificial Intelligence (AI) in educational settings has brought about a modern exchange in studying and engagement with course content among students. ChatGPT, a maximum applied AI tool, gives gaining knowledge of experiences, access to sizeable data. Overdependence on artificial intelligence and its tools is a first-rate contributor to instructional procrastination. This is a correlational quantitative study that investigates the relation among the use of ChatGPT and academic procrastination amongst university students. Using tailored questionnaires, the information become collected via Google Forms and via questionnaires, with 260 BS-level contributors participating in this study and the respondents selected via use of purposive sampling method. The size version become subjected to validity and reliability. The scale gives internal consistency reliability with Cronbach's α of 0.91 and 0.73. Student’s use of ChatGPT and Academic Procrastination done with the aid of students who use ChatGPT produce giant aspect loadings (p < .001). The research reveals the relation among ChatGPT usage and Academic Procrastination among University students. While ChatGPT improves productiveness through immediately information get entry to, generating thoughts, and getting to know help, it may increase procrastination behaviors primarily based on its use as a final inn. These results suggest that educators or policymakers have to increase techniques on mitigating capacity dependency at the same time as enhancing gaining knowledge of consequences.