Enabling and Inhibitory Pathways of University Students' Willingness to Disclose AI Use: A Cognition-Affect-Conation Perspective

Psychological safety is the key driver of AI disclosure: The study found that when students feel psychologically safe, they are significantly more willing to openly report their use of AI tools. This safety is fostered by perceived fairness, teacher support, and organizational backing—suggesting that institutions play a crucial role in creating environments where students feel comfortable being transparent.

Fear of negative evaluation is a major barrier: Evaluation apprehension—students' worry about being judged—actively reduces both their willingness to disclose AI use and their sense of psychological safety. This fear is amplified by perceived stigma around AI use, uncertainty about policies, and privacy concerns, indicating that unclear institutional guidelines can inadvertently push students toward hiding their AI use rather than being honest about it.

Policy clarity matters more than policies themselves: The qualitative findings revealed that students adopt "cautious or strategic disclosure practices" when institutional AI policies are ambiguous. Clear, transparent guidelines from universities appear to encourage openness, while vague or uncertain policies drive students to make calculated decisions about what to disclose—potentially undermining institutional goals around responsible AI use.

Institutional support structures directly influence student behavior: Teacher support and organizational backing emerged as significant factors that increase psychological safety and disclosure willingness. This suggests that responsible AI integration in higher education requires not just policies, but active support systems and clear communication from educators and administrators.