Introduction:
Traditional norms of academic integrity are challenged by generative Artificial Intelligence (AI) tools, such as ChatGPT, which are increasingly integrated into higher education. This study investigates how students’ perceptions of ChatGPT’s Competence predict Plagiarism Threshold, defined as the extent to which submitting ChatGPT-generated assignments is acceptable.

Methods:
A cross-sectional study was conducted with 235 Computer Science students. The majority of participants were male (75%), between the ages of 18 and 25 (96%). Participants completed standardized questionnaires measuring cognitive factors, such as Moral Disengagement, Task Efficiency, Academic Engagement, Plagiarism Threshold and Perceived Competence of ChatGPT. Path analysis was used to examine the indirect effects of Perceived Competence of ChatGPT on the Plagiarism Threshold.

Results:
Perceived Competence of ChatGPT significantly predicted the Plagiarism Threshold through two contrasting psychological pathways. First, higher Perceived Competence was linked to higher Task Efficiency, which in turn predicted higher levels of Moral Disengagement and Plagiarism Threshold (β = 1.469, p < .001). This implies that students may ethically defend ChatGPT use in academic assignments as a result of academic pressure and the need for efficiency. The conflicting deadlines and high-performance standards can create a context where efficiency is prioritised over integrity. In contrast, the Perceived Competence of ChatGPT also predicted stronger levels of Academic Engagement, which in turn predicted lower levels of Moral Disengagement, and lower levels of Plagiarism Threshold (β = –.574, p= .007). This suggests that students who are intrinsically motivated to learn tend to use ChatGPT as a tool to support their learning process rather than to replace their work on academic assignments. Academic engagement potentially acts as a protective factor against unethical use of ChatGPT.

Discussion:
According to the results, using ChatGPT does not always result in higher levels of Plagiarism Threshold. Instead, its role depends on the psychological context in which it is used. For some students, ChatGPT may serve as a useful tool that enhances learning and engagement; for others, particularly under pressure, it may become a shortcut that makes plagiarism with ChatGPT more acceptable More studies regarding student - ChatGPT interaction are essential for shaping more responsible and psychologically informed educational policies that promote ethical and effective use of ChatGPT tools in academic settings.

Keywords: ChatGPT, Plagiarism Threshold, Moral Disengagement, Academic Engagement, Task Efficiency.