Các yếu tố liên quan đến giảm tải nhận thức khi sử dụng trí tuệ nhân tạo tạo sinh và mối liên hệ với tự hiệu quả học tập, căng thẳng học tập của sinh viên tại Hà Nội

Abstract

This study examines factors associated with cognitive offloading when university students use generative artificial intelligence (GenAI), and investigates its relationships with academic self-efficacy and academic stress. Cross-sectional survey data were collected online from 410 Hanoi-based university students who had used GenAI for learning purposes. The model was estimated using PLS-SEM in SmartPLS 4. GenAI use intensity, perceived usefulness, perceived GenAI support, technology skills, and perceived technology complexity were positively associated with cognitive offloading, with use intensity showing the largest coefficient. Perceived risk and technology insecurity were not statistically associated with cognitive offloading. Cognitive offloading was positively associated with academic self-efficacy, which in turn was positively, albeit weakly, associated with academic stress. Given the cross-sectional design and the low explained variance in academic stress, the findings are interpreted as statistical associations rather than causal effects or confirmed mediation. The study suggests that universities should pair guidance on responsible GenAI use with support for students’ self-regulated learning and psychological well-being.