【摘要】 AIGC的出现让本科生的学习更具个性化，但是也引发了过度依赖的问题。研究运用扎根理论方法，借助Nvivo12 Plus软件对深度访谈数据进行编码分析，最终构建了本科生对AIGC从工具使用到心理依赖转化的理论模型。结果表明，影响该转化过程的因素呈现出复杂的层次结构。由表及里依次为环境外驱力、个体内驱力和学习习惯。其中，环境外驱力与个体内驱力共同塑造了学习习惯，而学习习惯在工具使用向心理依赖的转化过程中发挥最直接的作用。研究基于上述因素提出了针对性的纾解路径。通过分析本科生AIGC依赖行为的形成机制，不仅可以提升本科生的自主学习能力，还可以助力人工智能技术更好地应用到教育场域，推动教育现代化的进程。更多还原

【Abstract】 The emergence of AIGC has made undergraduate students’ learning more personalized, but it has also given rise to the problem of excessive reliance. The research employs the grounded theory research method, and with the aid of Nvivo12 Plus software, encodes and analyzes the data of in-depth interviews. Eventually, a theoretical model for the transformation of undergraduate students’ use of AIGC from tool usage to psychological dependence is constructed. The results show that the factors influencing this transformation process present a complex hierarchical structure. From the surface to the core, they are the external driving force of the environment, the internal driving force of the individual, and the learning habits in sequence. The external driving force of the environment and the internal driving force of the individual jointly shape learning habits, and learning habits play the most direct role in the transformation process from tool use to psychological reliance. And targeted relief paths are proposed based on the above factors. By analyzing the formation mechanism of AIGC-reliant behaviors among undergraduates, not only can the autonomous learning level of undergraduates be enhanced, but also it can facilitate the better application of artificial intelligence technology in the educational field and accelerate the process of educational modernization.更多还原