Evaluación de la Relación entre Uso de la Aplicación Chatgpt y la Autonomía Intelectual en Estudiantes de Psicología de la Universidad Santo Tomás Seccional Villavicencio

Abstract

The main purpose of this research was to examine the possible relationship between the use of the ChatGPT application and the development of intellectual autonomy among Psychology students at Universidad Santo Tomás, Villavicencio campus. The study was conducted under a quantitative, cross-sectional, and correlational approach, aiming to determine whether the use of artificial intelligence tools has a significant relationship with the strengthening of higher-order cognitive skills, including critical thinking, logical reasoning, and cognitive flexibility. To collect the information, a structured questionnaire was applied, allowing the identification of the frequency with which students use ChatGPT, along with subtests such as reasoning and card classification, which were used as indicators to assess intellectual autonomy. The data were analyzed using Spearman’s rank correlation test, considering three levels: a general correlation for the entire sample, one for participants with higher frequency of use, and another for those who reported more limited use. In conclusion, the results showed that there is no statistically significant relationship between the frequency of ChatGPT use and the dimensions of intellectual autonomy. In the overall sample, a slight negative correlation was found between the use of the tool and reasoning (rho = -0.242; p = 0.123), as well as very low positive correlations with card sorting (rho = 0.111; p = 0.484) and between reasoning and card sorting (rho = 0.223; p = 0.156), none of which were statistically significant. In the group with higher frequency of use, the coefficients were also low (rho = 0.071; 0.093; and 0.213; p > 0.05), confirming the absence of a significant relationship. Similarly, in the group with lower frequency of use, weak negative correlations were observed between use and reasoning (rho = -0.264; p = 0.34) and between use and card sorting (rho = -0.419; p = 0.12), along with a weak positive relationship between reasoning and card sorting (rho = 0.390; p = 0.15), which was also not statistically significant. Although slight negative trends were identified, the findings suggest that the impact of this tool depends more on how it is used than on the amount of time spent using it. Therefore, it may serve as a valuable pedagogical support tool when employed with instructional guidance, critical reflection, and educational objectives that promote students’ cognitive independence. The results showed no statistically significant relationship between the frequency of ChatGPT use and the dimensions of intellectual autonomy. However, slight negative trends were identified, suggesting that the impact of this tool depends more on how it is used rather than on the amount of time spent using it. In conclusion, ChatGPT can serve as a valuable pedagogical support when it is implemented with proper academic guidance, critical reflection, and educational goals aimed at promoting students’ cognitive independence.