The effects of generative artificial intelligence tools on time management, artificial intelligence anxiety, and academic procrastination behavior

This study examines the effects of AI-supported educational tools on university students' time management skills and academic procrastination behaviors, as well as the moderating role of AI anxiety in these relationships. The sample is composed of 262 students from various faculties of Sakarya University. Data were collected using the Generative AI Acceptance Scale, AI Anxiety Scale, Academic Procrastination Behavior Scale, and Time Management Questionnaire, and were analyzed via SPSS and SmartPLS employing descriptive statistics, confirmatory factor analysis, structural equation modeling (SEM), and moderation analysis. Findings reveal that the use of AI-supported educational tools significantly enhances students' time management skills, while having no direct significant effect on AI anxiety or academic procrastination. High levels of AI anxiety are associated with increased academic procrastination, whereas strong time management skills correspond to reduced procrastination tendencies. Furthermore, AI anxiety did not significantly moderate the relationship between tool usage and procrastination. These results provide valuable insights for policymakers, educators, and technology designers on maximizing the benefits of AI in education, promoting ethical and student-centered implementation, and mitigating associated risks. Keywords: Procrastination Behavior, Generative Artificial Intelligence, Time Management, Artificial Intelligence Anxiety