Author(s)

Zimo Yang ¹

Affiliation(s)

¹ School of Psychology, Shaanxi Normal University, Xi'an, China

Corresponding Author

Zimo Yang

ABSTRACT

Generative artificial intelligence (GenAI) can provide master’s students with immediate academic support, yet dependency on such tools may be associated with lower levels of sustained learning engagement. This study examined the association between GenAI dependency and learning engagement and tested the serial mediating roles of academic boredom and academic procrastination. Four-wave matched survey data from 646 master’s students were analyzed. GenAI dependency was negatively associated with learning engagement (B=−0.397, p<0.001). Bootstrap analyses showed a significant negative indirect effect through academic procrastination (B=−0.424, 95% CI [−0.547, −0.300]) and a significant serial indirect effect through academic boredom and academic procrastination (B=−0.357, 95% CI [−0.462, −0.257]). The specific indirect effect through academic boredom alone was positive, indicating an inconsistent mediation pattern. These findings suggest that higher GenAI dependency is associated with lower learning engagement and that academic boredom may be linked to lower engagement partly through greater academic procrastination.

KEYWORDS

Generative AI Dependency; Academic Boredom; Academic Procrastination; Learning Engagement

CITE THIS PAPER

Zimo Yang. Generative AI Dependence on Master's Students' Study Engagement: Serial Mediation by Academic Burnout and Procrastination. Advances in Educational Technology and Psychology (2026). Vol. 10, No. 4, 65-71. DOI: http://dx.doi.org/10.23977/aetp.2026.100409.

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