Abstract:

Students are increasingly using AI tools for creative academic projects. This research reveals that students tend to view these tools in one of two ways: as collaborative partners with whom they co-create and refine their work, or as subordinate agents to whom they delegate tasks. Notably, students who regard AI tools as collaborators are more likely to have a positive outlook on the future than those who see AI as mere servants. The results suggest this difference stems from a stronger internal locus of control among students who treat AI as a partner, which in turn positively influences their future orientation. Theoretical and practical implications are discussed.