Abstract :
This study aimed to examine the relationship between Artificial Intelligence Dependence and the Imposter Phenomenon, and to explore whether Academic Self-Efficacy mediates this relationship. In this cross-sectional study, a total of 200 undergraduates participated, selected through purposive sampling, and data were collected using standardized measuring instruments. It was hypothesized that dependence on artificial intelligence (AI) would be significantly associated with the imposter phenomenon, and academic self-efficacy would mediate this relationship. Correlational analysis revealed that there exists a significant positive correlation between artificial intelligence (AI) dependence and the imposter phenomenon, providing initial support for the proposed study. The results of the mediation analysis using the PROCESS macro, Model 4, show that academic self-efficacy significantly mediates the relationship between AI dependency and imposter phenomenon; a direct path was also observed between AI dependency and imposter phenomenon, showing a partial mediation in this combination of variables. These findings offer theoretical and practical implications for understanding how technological dependency may contribute to internalized feelings of inadequacy and self-doubt. This study contributes to existing literature by providing empirical support on the psychological impacts of rapidly growing AI integration in education. It offers insight into how emerging digital habits may shape students’ confidence, identity, and academic well-being.