Traditional norms of academic integrity are challenged by generative Artificial Intelligence (AI) tools such as ChatGPT, which are increasingly integrated into higher education. A cross-sectional study was conducted with 235 Computer Science students. The objective of the present study was to examine the indirect effects of Perceived Competence of ChatGPT on the Plagiarism Threshold. Results revealed that higher Perceived Competence was linked to higher Task Efficiency, which in turn predicted higher levels of both Moral Disengagement and Plagiarism Threshold (β = 1.469, p < .001). Moreover, perceived Competence of ChatGPT also predicted stronger levels of Academic Engagement, which in turn predicted lower levels of Moral Disengagement and lower levels of Plagiarism Threshold (β = –.574, p = .007). These findings suggest that ChatGPT can have dual effects: while it may promote learning through increased engagement, it can also legitimize potentially unethical behavior by fostering moral disengagement. The study demonstrates that both the Theory of Planned Behaviour and Moral Disengagement Theory offer valuable frameworks for understanding students’ intentions to misuse AI tools in academic contexts.

Authors:
Ștefania Cihodaru-Ștefanache, Bucharest University, Romania
Matei Popovici, National University of Science and Technology Politehnica Bucharest, Romania
Ioana Podina, Bucharest University, Romania

About the Presenter(s)
Ștefania is a PhD student and clinical psychologist exploring how ChatGPT use in academia shapes students’ plagiarism thresholds and ethical boundaries, aiming to guide the responsible and evidence-based integration of AI in education.

Connect on Linkedin
https://www.linkedin.com/in/stefania-cihodaru-stefanache-86b52117b/

Connect on ResearchGate
https://www.researchgate.net/profile/Stefania-Cihodaru-Stefanache

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