Narrativas de jóvenes universitarios sobre sus interacciones con inteligencia artificial desde las dimensiones del bienestar psicológico de Ryff

Abstract

Artificial intelligence (AI) has evolved beyond its instrumental function to become a space for interaction that fosters experiences of companionship, attentive listening, and emotional connection. This study aimed to understand university students’ narratives about their interactions with AI in relation to the dimensions of psychological well-being proposed by Ryff: self-acceptance, positive relations with others, autonomy, environmental mastery, purpose in life, and personal growth. A qualitative study with a narrative design was conducted through 13 semi-structured interviews with students from Universidad Santo Tomás (Colombia), aged 18 to 28 years. Data were analyzed at the textual, contextual, and metatextual levels using Quintero Mejía’s (2018) narrative matrix. The findings revealed that participants’ narratives were characterized by paradoxical and ambivalent plots, in which AI was perceived both as a tool that enhances learning and academic performance and as a potential threat to autonomy, relational authenticity, and life purpose. Four narrative plots were identified: learning and transformation, latent threat, relational dehumanization, and critical empowerment. The study concludes that psychological well-being in the digital era depends on developing a reflective and critical relationship with AI, fostering autonomy, creativity, and ethical judgment.