Personality, culture, and AI writing tool acceptance: a cross-cultural meta-analysis of big five traits and technology acceptance among university students
Abstract
Introduction: The integration of artificial intelligence writing tools into higher education raises questions about whether personality traits and cultural context jointly shape students' technology acceptance.
Methods: This cross-cultural meta-analysis synthesized 44 primary studies (187 effect sizes from 44 independent, non-overlapping samples totalling 14,594 students; per-dimension analytic samples ranged from N = 10,789 to N = 13,847) drawn from five cultural regions, examining associations between Big Five personality dimensions and TAM/UTAUT acceptance constructs in AI-assisted academic writing.Random-effects modeling and mixed-effects meta-regression with Hofstede dimension scores as continuous moderators were applied.
Results: Openness (r̄ = 0.31), conscientiousness (r̄ = 0.24), and extraversion (r̄ = 0.18) positively predicted acceptance; agreeableness showed a modest positive effect (r̄ = 0.14); neuroticism exhibited a consistent negative association (r̄ = -0.22). Individualism significantly amplified the effects of openness and neuroticism, while uncertainty avoidance attenuated the conscientiousness pathway.
Discussion: Personality-acceptance relationships are, at least in part, culturally contingent, and single-culture estimates may obscure meaningful heterogeneity. Practical implications for culturally differentiated AI integration strategies in higher education are discussed.
How strong is the evidence?
Evidence Hub reads this as a meta-analysis, done in people. Its evidence level is 1 of 5 (Highest · pooled evidence). Pooled evidence from several studies sits at the top of the evidence pyramid. Reported size: 13,847 participants or records.
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