Examining EAP Students' AI Disclosure Intention: A Cognition-Affect-Conation Perspective
The growing use of generative artificial intelligence (AI) in academic writing has raised increasing concerns regarding transparency and academic integrity in higher education. This study examines the psychological factors influencing English for Academic Purposes (EAP) students' intention to disclose their use of AI tools. Drawing on the cognition-affect-conation framework, the study proposes a model integrating both enabling and inhibiting factors shaping disclosure intention. A sequential explanatory mixed-methods design was employed. Quantitative data from 324 EAP students at an English-medium instruction university in China were analysed using structural equation modelling, followed ...
| Authors | Yiran Du, Huimin He |
|---|---|
| Primary category | cs.HC |
| Published | 13 April 2026 |
| Last updated at source | 13 April 2026 |
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