The Use of Generative Artificial Intelligence by Psychology Graduate Students in the United States

Abstract

Background Although developed only recently, generative artificial intelligence (AI) applications for everyday use (e.g., ChatGPT) have become part of university life. The academy must navigate AI use in graduate education within several domains (coursework, teaching, research, clinical activities). Objective Given the growing impact of AI applications in graduate education, we investigated graduate students’ use of and perceptions of these applications. Method Psychology clinical and nonclinical graduate students across the US answered questions about their use and perceptions of AI applications in five domains (coursework, teaching, research, personal life, and clinical activities). Results Graduate students used AI in all domains, although use varied by domain. The greatest use was in teaching, and the lowest was for clinical activities. Overall, the study found few significant differences in AI use between clinical and nonclinical students. Conclusions Graduate students use AI in various domains. The use of AI varies by domain and is not always as high as that reported for undergraduates. Teaching Implications The use of AI in various domains of graduate training should lead educators to determine how best to incorporate AI use in graduate training programs.