AI USE AMONG HIGHER EDUCATION STUDENTS IN 2025: SSCI PSYCHOLOGY STUDIES

Abstract

This review examines studies published in 2025 in psychology-oriented journals indexed in the Social Sciences Citation Index and analyzes the psychological processes related to higher education students’ use of artificial intelligence within a comprehensive and up-to-date framework. The findings indicate that the use of artificial intelligence affects not only academic performance but also key psychological variables such as motivation, self-efficacy, attitudes, self-control, psychological need satisfaction, and mental well-being. The reviewed studies show that artificial intelligence literacy and positive attitudes reduce anxiety and strengthen students’ adaptation to learning environments supported by artificial intelligence, whereas low self-control and excessive use weaken academic responsibility and reinforce tendencies toward superficial learning. Research based on the theory of self-determination demonstrates that fulfilling the basic psychological needs of autonomy, competence, and relatedness directly supports artificial intelligence literacy, self-regulated learning strategies, deep cognitive engagement, and learning motivation. Despite advantages such as personalized learning, faster feedback, flexible study patterns, and reduced stress, artificial intelligence also carries potential risks including technostress, loneliness, ethical uncertainties, overdependence, digital fatigue, and reduced social interaction. Mental health–focused studies further show that artificial intelligence and deep learning technologies can be useful tools for the early detection of anxiety and depressive symptoms, for strengthening emotional support mechanisms, and for monitoring students’ psychological well-being. Overall, the 2025 literature suggests that the use of artificial intelligence in higher education represents a multilayered psychological transformation that encompasses cognitive, emotional, behavioral, and ethical dimensions.