FROM AI DEPENDENCE TO IMPOSTOR SYNDROME: THE MEDIATING ROLE OF FEAR OF NEGATIVE EVALUATION

Abstract

The study examined the psychological effects of the reliance on artificial intelligence (AI) applications and tools among university students, and how Fear of Negative Evaluation fosters the emergence of Impostor Syndrome. Data were collected from 200 undergraduate students, who completed validated questionnaires measuring AI dependence, Fear of Negative Evaluation, and Impostor Syndrome. The correlational analysis verified that a positive relationship exists between these three measured variables. A mediation analysis utilizing Hayes’ PROCESS macro (Model 4) revealed that Fear of Negative Evaluation partially mediated the relationship between AI dependence and Impostor Syndrome. Students who heavily relied on AI technology showed greater concerns about negative evaluation, and these concerns later predicted their developing feelings of Impostor Syndrome. Students who depend on AI for academic work encounter both performance-related challenges and internal doubts about their authenticity while performing academic tasks. Educational institutions must provide training that fosters students' technical proficiency and intellectual confidence