# Enabling and Inhibitory Pathways of Students' AI Use Concealment Intention in Higher Education: Evidence from SEM and fsQCA

arXiv: https://arxiv.org/abs/2604.10978 · HTML: https://mlsanity.com/paper/2604.10978/

## Key facts

- Cited by 1 papers in the map (data through 14 Oct 2026).
- Builds on 0 of its 47 references that are in the map.
- First posted on arXiv 13 Apr 2026.

## Built on by (most cited first, 1 of 1)

- [Enabling and Inhibitory Pathways of University Students' Willingness to Disclose AI Use: A Cognition-Affect-Conation Perspective](https://mlsanity.com/paper/2604.21733/) (2026)

## Abstract (arXiv)

This study investigates students' AI use concealment intention in higher education by integrating the cognition-affect-conation (CAC) framework with a dual-method approach combining structural equation modelling (SEM) and fuzzy-set qualitative comparative analysis (fsQCA). Drawing on data from 1346 university students, the findings reveal two opposing mechanisms shaping concealment intention. The enabling pathway shows that perceived stigma, perceived risk, and perceived policy uncertainty increase fear of negative evaluation, which in turn promotes concealment. In contrast, the inhibitory pathway demonstrates that AI self-efficacy, perceived fairness, and perceived social support enhance psychological safety, thereby reducing concealment intention. SEM results confirm the hypothesised relationships and mediation effects, while fsQCA identifies multiple configurational pathways, highlighting equifinality and the central role of fear of negative evaluation across conditions. The study contributes to the literature by conceptualising concealment as a distinct behavioural outcome and by providing a nuanced explanation that integrates both net-effect and configurational perspectives. Practical implications emphasise the need for clear institutional policies, destigmatisation of appropriate AI use, and the cultivation of supportive learning environments to promote transparency.