Abstract:

The rapid development of generative artificial intelligence is changing academic practices in higher education. These tools can support students’ learning, writing, and access to information, but they also raise questions about academic integrity and the social conditions under which they are used. In particular, generative AI may be used opportunistically, that is, as a strategic tool to complete academic tasks more efficiently or improve performance, whether or not this use is disclosed.

This study examines the role of perceived descriptive social norms in students’ opportunistic use of generative AI. It is based on social norms theory and on the idea that students may overestimate the extent to which their peers use generative AI in such a way. We also examine whether meritocratic beliefs moderate this relationship. We expect that students who perceive opportunistic AI use as common among their peers will report stronger intentions to use it themselves, greater self-reported use, and higher perceived acceptability of such use. We further hypothesize that this association will be weaker among students with stronger meritocratic beliefs, since they may be more likely to consider that academic success should depend mainly on individual effort and competence.

The study is currently being carried out through an online questionnaire administered to 150–200 higher education students (target sample size calculated for 80% power, medium effect r = .25–.30). Participants are being recruited mainly among psychology students through university networks and student mailing lists. The questionnaire measures perceived descriptive norms, meritocratic beliefs, and opportunistic AI use (intention, self-reported behavior, acceptability; 6-point Likert scales). Data will be analyzed using Pearson correlations, multiple regression, and moderation analysis (PROCESS macro) to examine the contributions of social norms and meritocratic beliefs, including interaction effects and effect sizes (r, R²).

By clarifying how peer perceptions and ideological beliefs are associated with opportunistic uses of generative AI, this study aims to contribute to a better understanding of students’ AI-related practices in higher education and to inform institutional reflection on the regulation and educational framing of these uses.

Keywords:

generative AI, social norms, meritocracy, opportunistic use, higher education, questionnaire