Young Minds’ Anxiety and Attitudes Towards Artificial Intelligence: A Quantitative Study on PAU Faculty of Economics and Administrative Sciences Students

Öz

The aim of this study is to examine the relationship between university students’ anxiety about artificial intelligence (AI) and their general attitudes toward this technology. It also explores whether AI-related anxiety and attitudes differ by gender, age, grade level, IT skills, and AI knowledge. Data were collected from 312 undergraduate students at the Faculty of Economics and Administrative Sciences, Pamukkale University, during the 2024–2025 spring semester using a convenience sampling method and a survey. Results showed a significant negative relationship between learning-related anxiety and positive attitudes toward AI, while no significant relationship was found between positive attitudes and AI-related anxieties about job change and restructuring. However, all three anxiety dimensions—learning, job change, and restructuring—were positively and significantly related to negative attitudes toward AI. Moreover, students’ anxiety and attitudes varied significantly by age, IT skills, and AI knowledge levels.

Anahtar Kelimeler

• artificial intelligence anxiety
• attitude toward artificial intelligence
• University students

Genç Zihinlerin Yapay Zekâya İlişkin Kaygıları ve Tutumları: PAÜ İİBF Öğrencileri Üzerine Nicel Bir Araştırma

Öz

Mevcut çalışmanın amacı, üniversite öğrencilerinin yapay zekâya ilişkin kaygı düzeyleri ile bu teknolojiye yönelik genel tutumları arasındaki ilişkiyi incelemektir. Ayrıca öğrencilerin yapay zekâya yönelik kaygı ve tutum düzeylerinin yaş, sınıf düzeyi, bilgi teknolojileri becerileri ve yapay zekâ bilgi seviyelerine göre farklılaşıp farklılaşmadığı araştırılmıştır. 2024–2025 bahar döneminde Pamukkale Üniversitesi İktisadi ve İdari Bilimler Fakültesi’nde öğrenim gören 312 lisans öğrencisinden, kolayda örnekleme yöntemi ve anket tekniği kullanılarak veri toplanmıştır. Bulgular öğrenme kaygısı ile pozitif yapay zekâ tutumu arasında negatif yönlü anlamlı bir ilişki olduğunu; iş değiştirme ve yapılandırmaya ilişkin yapay zekâ kaygıları ile pozitif tutum arasında ise anlamlı bir ilişki olmadığını göstermiştir. Öte yandan öğrenme, iş değiştirme ve yapılandırmaya ilişkin yapay zekâ kaygı boyutlarının negatif; yapay zekâ tutumuyla pozitif yönlü ve anlamlı ilişkiler içinde olduğu saptanmıştır. Bunun yanı sıra öğrencilerin kaygı ve tutum düzeylerinin yaş, bilgi teknolojileri beceri düzeyleri ve yapay zekâ bilgi seviyelerine göre anlamlı farklılıklar gösterdiği tespit edilmiştir.

Anahtar Kelimeler

• yapay zeka kaygısı
• yapay zekaya yönelik tutum
• üniverite öğrencileri

Destekleyen Kurum

Herhangi bir kuruluş desteklememiştir.

Etik Beyan

Çalışma için etik kurul onayı alınmıştır.

Teşekkür

Şimdiden emeği geçecek tüm editör ve hakemlere teşekkürlerimizi sunarız.

Kaynakça

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