Examining EAP Students' AI Disclosure Intention: A Cognition-Affect-Conation Perspective

arXiv:2604.10991v1 Announce Type: cross Abstract: The growing use of generative artificial intelligence (AI) in academic writing has raised increasing concerns regarding transparency and academic integrity in higher education. This study examines the psychological factors influencing English for Academic Purposes (EAP) students' intention to disclose their use of AI tools. Drawing on the cognition-affect-conation framework, the study proposes a model integrating both enabling and inhibiting fact