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High school students' use and beliefs about generative artificial intelligence and writing in school.

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Title: High school students' use and beliefs about generative artificial intelligence and writing in school.
Authors: Bueie, Agnete Andersen1 (AUTHOR) agnete.bueie@usn.no, Skar, Gustaf B.2 (AUTHOR) gustaf.b.skar@ntnu.no, Graham, Steve3 (AUTHOR) steve.graham@asu.edu
Source: Reading & Writing. Feb2026, Vol. 39 Issue 2, p597-627. 31p.
Subject Terms: *Generative artificial intelligence, *High school students, *Educational technology, *Student attitudes, *Writing education, ChatGPT, Attitudes toward technology
Abstract: In November of 2022, OpenAI launched ChatGPT, a generative artificial intelligence (GenAI) tool that produces text about almost any topic in multiple languages. The advent of GenAIs build on Large Language Models and machine learning raised questions about the future of writing, including how these tools are used in schools. The application of GenAIs for school writing purposes depends in part on the beliefs that various stakeholders hold about GenAIs and writing. The current study examined the beliefs of one group of stakeholders: students. Specifically, 413 (206 girls; 207 boys) and 984 (546 girls; 438 boys) Norwegian high school students in 2023 and 2024, respectively, were surveyed about their use of GenAIs and beliefs about GenAIs and writing. In 2023, 43.7% of students reported using GenAIs for school purposes, increasing to 71.4% in 2024. Despite this reported increase in GenAI use, a majority of students in 2023 and 2024 indicated they were not particularly knowledgeable about GenAIs, questioned if teachers should use GenAIs for educational purposes, evidenced multiple reservations about the benefits of GenAIs for writing, revealed reservations about some aspects of GenAI produced text, and were reticent about using GenAIs for writing. Students in the 2024 cohort, as well as students with more positive attitudes toward writing (both from the 2023 and 2024 cohorts), were less positive about the benefits of GenAIs for writing, characteristics of GenAI produced text, and using GenAIs for writing than students in 2023 or those with a more negative writing attitude. Girls were less positive than boys about the characteristics of GenAI produced text and what GenAIs mean for learning writing and subject knowledge in school. In contrast, students' reported knowledge of GenAIS increased from 2023 to 2024, and students who were more knowledgeable had more positive attitudes about the benefits of GenAIs for writing, characteristics of GenAI produced text, and openness to using such tools for writing. Implications for research and practice are presented. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: High school students' use and beliefs about generative artificial intelligence and writing in school.
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  Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Feb2026, Vol. 39 Issue 2, p597-627. 31p.
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  Data: In November of 2022, OpenAI launched ChatGPT, a generative artificial intelligence (GenAI) tool that produces text about almost any topic in multiple languages. The advent of GenAIs build on Large Language Models and machine learning raised questions about the future of writing, including how these tools are used in schools. The application of GenAIs for school writing purposes depends in part on the beliefs that various stakeholders hold about GenAIs and writing. The current study examined the beliefs of one group of stakeholders: students. Specifically, 413 (206 girls; 207 boys) and 984 (546 girls; 438 boys) Norwegian high school students in 2023 and 2024, respectively, were surveyed about their use of GenAIs and beliefs about GenAIs and writing. In 2023, 43.7% of students reported using GenAIs for school purposes, increasing to 71.4% in 2024. Despite this reported increase in GenAI use, a majority of students in 2023 and 2024 indicated they were not particularly knowledgeable about GenAIs, questioned if teachers should use GenAIs for educational purposes, evidenced multiple reservations about the benefits of GenAIs for writing, revealed reservations about some aspects of GenAI produced text, and were reticent about using GenAIs for writing. Students in the 2024 cohort, as well as students with more positive attitudes toward writing (both from the 2023 and 2024 cohorts), were less positive about the benefits of GenAIs for writing, characteristics of GenAI produced text, and using GenAIs for writing than students in 2023 or those with a more negative writing attitude. Girls were less positive than boys about the characteristics of GenAI produced text and what GenAIs mean for learning writing and subject knowledge in school. In contrast, students' reported knowledge of GenAIS increased from 2023 to 2024, and students who were more knowledgeable had more positive attitudes about the benefits of GenAIs for writing, characteristics of GenAI produced text, and openness to using such tools for writing. Implications for research and practice are presented. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Feb2026
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