Neurodivergent Students' Perceptions of AI: Impact on Autonomy, Competence and Relatedness in Higher Education

• In Event: How Students Engage with GenAI: From Resistance to Empowerment

Abstract

This study explored how neurodivergent (ND) undergraduates perceived the influence of artificial intelligence (AI) tools on their academic motivation. Guided by self-determination theory and the neurodiversity paradigm, this research examined how AI affected autonomy, competence, and relatedness. Using a phenomenological approach, 21 ND students participated in in-depth interviews, sharing how AI supported their emotional regulation, confidence, and learning engagement. Findings revealed that AI tools enhanced psychological safety, supported self-direction, and fostered social participation, while concerns about overreliance and diminished human connection persisted. This study raised the issue of emotionally intelligent AI and provided practical guidance for higher education to promote the agency, well-being, and meaningful academic engagement of ND students.

Author

• Jeanette Villanueva Padilla, University of Southern California