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Between a Bot and a Hard Place: Student Engagement, Technology Anxiety and ChatGPT Trust in Higher Education

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Title: Between a Bot and a Hard Place: Student Engagement, Technology Anxiety and ChatGPT Trust in Higher Education
Language: English
Authors: I. Karayianni (ORCID 0000-0002-3307-3455), A. Klidas (ORCID 0009-0000-3532-5022), C. Karakitsou (ORCID 0000-0003-4500-0760)
Source: TechTrends: Linking Research and Practice to Improve Learning. 2026 70(1):39-56.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Higher Education, Learner Engagement, Anxiety, Artificial Intelligence, Technology Uses in Education, Trust (Psychology), Foreign Countries, Student Attitudes
Geographic Terms: Greece
Assessment and Survey Identifiers: Utrecht Work Engagement Scale
DOI: 10.1007/s11528-025-01124-7
ISSN: 8756-3894
1559-7075
Abstract: While studies have explored factors influencing ChatGPT's adoption and impact in Higher Education (HE), they have not yet considered how student engagement, technology anxiety, attitudes toward AI, and trust interact--key elements shaping students' effective usage of AI tools. To address this gap, we surveyed a nationwide sample of 422 Greek HE students of various disciplines who completed the Short Utrecht Work Engagement Scale-Student Form, the Abbreviated Technology Anxiety Scale, the ChatGPT Trust Scale, and measures of academic usage and attitudes. Student engagement was positively associated with AI attitudes, ChatGPT trust, and usage frequency. Nonusers reported higher technology anxiety than users, and anxiety was negatively related to AI attitudes while moderating the relationship between trust and usage. Trust predicted usage, perceived usefulness, and engagement. Cluster analysis identified two user typologies: high-engagement users, who reported greater trust, confidence, and diverse academic ChatGPT applications, and low-engagement users, who exhibited lower ChatGPT reliance and received less institutional guidance on AI. The findings point to the need for institutional AI literacy initiatives and structured support.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505857
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22I%2E+Karayianni%22">I. Karayianni</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-3307-3455">0000-0002-3307-3455</externalLink>)<br /><searchLink fieldCode="AR" term="%22A%2E+Klidas%22">A. Klidas</searchLink> (ORCID <externalLink term="http://orcid.org/0009-0000-3532-5022">0009-0000-3532-5022</externalLink>)<br /><searchLink fieldCode="AR" term="%22C%2E+Karakitsou%22">C. Karakitsou</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4500-0760">0000-0003-4500-0760</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: While studies have explored factors influencing ChatGPT's adoption and impact in Higher Education (HE), they have not yet considered how student engagement, technology anxiety, attitudes toward AI, and trust interact--key elements shaping students' effective usage of AI tools. To address this gap, we surveyed a nationwide sample of 422 Greek HE students of various disciplines who completed the Short Utrecht Work Engagement Scale-Student Form, the Abbreviated Technology Anxiety Scale, the ChatGPT Trust Scale, and measures of academic usage and attitudes. Student engagement was positively associated with AI attitudes, ChatGPT trust, and usage frequency. Nonusers reported higher technology anxiety than users, and anxiety was negatively related to AI attitudes while moderating the relationship between trust and usage. Trust predicted usage, perceived usefulness, and engagement. Cluster analysis identified two user typologies: high-engagement users, who reported greater trust, confidence, and diverse academic ChatGPT applications, and low-engagement users, who exhibited lower ChatGPT reliance and received less institutional guidance on AI. The findings point to the need for institutional AI literacy initiatives and structured support.
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