The Intensity of Using ChatGPT in Relation to Academic Stress: A Cross-Sectional Study

Aseel Ajlouni; Asmaa AlOmary; Fatima Abd-Alkareem Wahba; Huda Al-Kubaisi; Amal Ibrahim

doi:10.3991/ijim.v19i17.56495

Authors

Aseel Ajlouni The University of Jordan, Amman, Jordan https://orcid.org/0000-0002-2904-765X
Asmaa AlOmary Al-Ahliyya Amman University, Amman, Jordan https://orcid.org/0009-0009-8169-3120
Fatima Abd-Alkareem Wahba Middle East University, Amman, Jordan https://orcid.org/0000-0003-0642-9257
Huda Al-Kubaisi Qatar University, Doha, Qatar https://orcid.org/0000-0001-7264-9632
Amal Ibrahim The University of Jordan, Amman, Jordan https://orcid.org/0000-0002-3386-816X

DOI:

https://doi.org/10.3991/ijim.v19i17.56495

Keywords:

chatgpt, academic stress, ai

Abstract

As the digital world grows rapidly, artificial intelligence (AI) tools such as ChatGPT are transforming how students learn, seek support, and manage academic demands. This study aims to fill a gap in the literature regarding ChatGPT’s role in students’ mental health by exploring the relationship between the intensity of using ChatGPT and academic stress among undergraduate students. A quantitative, cross-sectional correlational design was adopted. Data were collected using an online questionnaire that included the Intensity of Using ChatGPT Scale (IUCS) and the Academic Stress Scale (AAS). The sample consisted of 666 undergraduate students. Descriptive results showed that students use ChatGPT at a moderate level (M = 2.94), while their academic stress levels were low (M = 2.25). Pearson correlation analysis revealed a statistically significant negative relationship between the intensity of using ChatGPT and academic stress (r = −0.637, p < 0.01). Furthermore, regression analysis confirmed that ChatGPT use significantly predicted academic stress levels (β = −0.637, R² = 0.405), with higher use contributing to lower stress. These findings suggest that ChatGPT may serve as a supportive digital tool in reducing academic stress and promoting student well-being in higher education.

Author Biographies

Aseel Ajlouni, The University of Jordan, Amman, Jordan

Aseel Ajlouni is an Assistant Dean for Development, Academic Advising & Community Service, Faculty of Archaeology & Tourism, The University of Jordan. She researches technology-enhanced learning and online pedagogy, publishing widely on AI in education. she belongs to the “Elevating Competencies in Counseling and Special Education” research group.

Asmaa AlOmary, Al-Ahliyya Amman University, Amman, Jordan

Asmaa AlOmary is an Associate Professor in educational studies majoring. She is currently working at Al-Ahliyya Amman University, College of Arts and Sciences, Department of Social and Human Sciences. Her research interests include educational studies and e-learning.

Fatima Abd-Alkareem Wahba , Middle East University, Amman, Jordan

Fatima Abd-Alkareem Wahba is an Assistant Professor of Educational Technology at Middle East University, Jordan. Her research interests include instructional design, e-learning environments, and educator professional development in the Arab world.

Huda Al-Kubaisi , Qatar University, Doha, Qatar

Huda Al-Kubaisi is an associate Professor, College of Education, Qatar University, Doha, Qatar. Her research focuses on educational policy, technology adoption, and quality assurance in higher education across the GCC.

Amal Ibrahim, The University of Jordan, Amman, Jordan

Amal Ibrahem is an Associate Professor, Department of Counseling and Mental Health, The University of Jordan, Amman, Jordan. she belongs to the “Elevating Competencies in Counseling and Special Education” research group.