FROM AI DEPENDENCE TO DIGITAL EMPOWERMENT: A COMMUNITY PSYCHOLOGY STUDY OF CRITICAL THINKING, DECISION MAKING AND ACADEMIC PERFORMANCE

Abstract

AI programs such as ChatGPT, Google Gemini, and Microsoft Copilot are changing how students learn and how they complete assignments in their fields. This research investigates how dependency on AI programs affects critical thinking, decision-making, and academic performance. This study was limited to young adults aged 18-30. Using a quantitative correlational research design, 60 respondents were selected through the convenience sampling method. Data was obtained through standardized self-administered questionnaires which included the Generative AI Dependency Scale, Critical Thinking Skills Scale (CTS), Decision Styles Scale (DSS), and Academic Performance Scale (APS). After confirming normal distribution with the Shapiro-Wilk test, the data were analyzed with descriptive statistics and Pearson’s product-moment correlation. Results showed that AI dependency and critical thinking were significantly negatively correlated (r = -0.25, p .05), meaning that the more individuals relied on AI tools, the less critical thinking they exercised. On the other hand, dependencies on AI and decision-making (r = -0.06, p .05), and dependency on AI and academic performance (r = -0.14, p .05) were not significantly related. Furthermore, critical thinking and decision-making, critical thinking and academic performance, and decisive thinking were significantly positively correlated. The results state that although AI tools might not have a significant effect on academic outcomes or choices, over-reliance might severely impede critical thinking. This reinforces how vital it is that AI in education is used cautiously, so students do not diminish their independent thinking or their mental processing.