Exploring the Effects of Generative AI Assistance on Writing Self-Efficacy
Fuente:
arXiv
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| Autori principali: | , , , |
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| Natura: | Preprint |
| Pubblicazione: |
2026
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| _version_ | 1866912966859816960 |
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| author | Song, Yejoon Kim, Bandi Kwon, Yeju Park, Sung |
| author_facet | Song, Yejoon Kim, Bandi Kwon, Yeju Park, Sung |
| contents | Generative AI (GenAI) is increasingly used in academic writing, yet its effects on students' writing self-efficacy remain contingent on how assistance is configured. This pilot study investigates how ideation-level, sentence-level, full-process, and no AI support differentially shape undergraduate writers' self-efficacy using a 2 by 2 experimental design with Korean undergraduates completing argumentative writing tasks. Results indicate that AI assistance does not uniformly enhance self-efficacy full AI support produced high but stable self-efficacy alongside signs of reduced ownership, sentence-level AI support led to consistent self-efficacy decline, and ideation-level AI support was associated with both high self-efficacy and positive longitudinal change. These findings suggest that the locus of AI intervention, rather than the amount of assistance, is critical in fostering writing self-efficacy while preserving learner agency. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2601_09033 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Exploring the Effects of Generative AI Assistance on Writing Self-Efficacy Song, Yejoon Kim, Bandi Kwon, Yeju Park, Sung Human-Computer Interaction Generative AI (GenAI) is increasingly used in academic writing, yet its effects on students' writing self-efficacy remain contingent on how assistance is configured. This pilot study investigates how ideation-level, sentence-level, full-process, and no AI support differentially shape undergraduate writers' self-efficacy using a 2 by 2 experimental design with Korean undergraduates completing argumentative writing tasks. Results indicate that AI assistance does not uniformly enhance self-efficacy full AI support produced high but stable self-efficacy alongside signs of reduced ownership, sentence-level AI support led to consistent self-efficacy decline, and ideation-level AI support was associated with both high self-efficacy and positive longitudinal change. These findings suggest that the locus of AI intervention, rather than the amount of assistance, is critical in fostering writing self-efficacy while preserving learner agency. |
| title | Exploring the Effects of Generative AI Assistance on Writing Self-Efficacy |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2601.09033 |