{
  "annotation_id": "6babbfcf-4f8b-4b04-86dc-39e221089eea",
  "date_created": "2026-02-17T05:53:20.473000Z",
  "date_modified": "2026-02-17T05:53:20.473000Z",
  "file_hash": "f598acc231097fb870ae6ff5ffbcb2459141ae564e9ddf77802f693a04ec7b0d",
  "private": false,
  "record": {
    "abstract": "Generative AI (GenAI) is increasingly used in academic writing, yet its effects on students\u0027 writing self-efficacy remain contingent on how assistance is configured. This pilot study investigates how ideation-level, sentence-level, full-process, and no AI support differentially shape undergraduate writers\u0027 self-efficacy using a 2 by 2 experimental design with Korean undergraduates completing argumentative writing tasks. Results indicate that AI assistance does not uniformly enhance self-efficacy full AI support produced high but stable self-efficacy alongside signs of reduced ownership, sentence-level AI support led to consistent self-efficacy decline, and ideation-level AI support was associated with both high self-efficacy and positive longitudinal change. These findings suggest that the locus of AI intervention, rather than the amount of assistance, is critical in fostering writing self-efficacy while preserving learner agency.",
    "arxiv_id": "2601.09033",
    "authors": [
      "Yejoon Song",
      "Bandi Kim",
      "Yeju Kwon",
      "Sung Park"
    ],
    "categories": [
      "cs.HC"
    ],
    "license": "http://creativecommons.org/licenses/by/4.0/",
    "title": "Exploring the Effects of Generative AI Assistance on Writing Self-Efficacy",
    "url": "https://arxiv.org/abs/2601.09033",
    "version": "v1"
  },
  "schema_id": "dorsal/arxiv",
  "source": {
    "execution_id": "9eca0421-bf8f-4474-91de-dd009ee45703",
    "id": "arXiv Dataset",
    "type": "Model",
    "variant": "snapshot-2026-01-17",
    "version": "0.1.0"
  },
  "user_id": 1000002
}