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July 12, 2026Journal of Educational PsychologyOpen Access

Almighty ChatGPT? Development of gifted secondary school students’ AI (mis)conceptions.

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Authors

AJAnn‐Kathrin JaggyTJThorben JansenTFTim Fütterer

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Overview

Randomized trial explores omniscient AI misconceptions in gifted secondary students, suggesting the need for active education.

Key Points

  • This study investigates the prevalence and persistence of the misconception that generative AI is omniscient among gifted secondary school students.
  • Multicohort design with cross-sectional data across 2 years (N=870, Grades 6-8) and longitudinal data for a subsample (n=512).
  • Examined associations between misconceptions and individual characteristics, such as intelligence and personality.
  • Trend analyses to monitor changes in misconception prevalence over time.
  • 20% of students in 2023 held the misconception; this decreased to 16% in 2024.
  • Higher intelligence and need for cognition predicted lower misconception rates.
  • Longitudinal analyses showed no average change in individual students, indicating cohort effects rather than individual development.

Cite This Study

Jaggy et al. (2026) studied this question.

synapsesocial.com/papers/6a532e014f7abc118adeca5ahttps://doi.org/10.1037/edu0001063
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