Psychologists with their expertise in statistics and regarding human perception and behavior can contribute valuable insights to the development of innovative and useful artificial intelligence (AI) systems. Therefore, we need to raise attention and curiosity for AI and foster the willingness to engage with it among psychology students. This requires identifying approaches to integrate a general understanding of AI technology into formal psychological training and education. This study investigated to what extent psychology students currently accept and use AI and what affects their perception and usage. Therefore, an AI acceptance model based on established technology acceptance models was developed and tested in a sample of 218 psychology students. An acceptable fit with the data was found for an adapted version. Perceived usefulness and ease of use were most predictive for the students’ attitude towards AI; attitude itself, as well as perceived usefulness, social norm, and perceived knowledge, were predictors for the intention to use AI. In summary, we identified relevant factors for designing AI training approaches in psychology curricula. In this way, possible restraints regarding the use of AI can be reduced and its beneficial opportunities exploited in psychological contexts.

心理学家在统计学和人类感知和行为方面的专业知识可以为创新和有用的人工智能 (AI) 系统的开发提供宝贵的见解。因此，我们需要提高对人工智能的关注和好奇心，培养心理学学生参与人工智能的意愿。这需要确定将人工智能技术的一般理解融入正规心理培训和教育的方法。这项研究调查了心理学学生目前接受和使用人工智能的程度以及影响他们感知和使用的因素。因此，一个AI 接受模型基于已建立的技术接受模型在 218 名心理学学生的样本中开发和测试。找到了适合版本的数据可接受的拟合。感知有用性和易用性最能预测学生对人工智能的态度；态度本身，以及感知有用性、社会规范和感知知识，是使用人工智能意图的预测因素。总之，我们确定了在心理学课程中设计 AI 培训方法的相关因素。通过这种方式，可以减少对人工智能使用的可能限制，并在心理环境中利用其有益的机会。