Examining EAP Students' AI Disclosure Intention: A Cognition-Affect-Conation Perspective

TL;DR

This study investigates psychological factors influencing EAP students' willingness to disclose AI use, emphasizing the roles of psychological safety and fear of negative evaluation within educational contexts.

Contribution

It introduces a model based on cognition-affect-conation theory to understand AI disclosure intentions among EAP students, supported by mixed-methods research.

Findings

Psychological safety increases AI disclosure intention.

Fear of negative evaluation decreases AI disclosure intention.

Supportive teaching practices promote psychological safety.

Abstract

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 by semi-structured interviews with 15 students to further interpret the findings. The quantitative results indicate that psychological safety positively predicts AI disclosure intention, whereas fear of negative evaluation negatively predicts it. The qualitative findings further reveal that supportive teacher practices and clear guidance foster psychological safety, while policy ambiguity and reputational concerns intensify fear of negative evaluation and discourage disclosure. These findings highlight the importance of clear institutional policies and supportive pedagogical environments in promoting transparent AI use.