This study explores the relationship between self-control, self-esteem, and self-efficacy and the use of artificial intelligence (AI) tools among university students. A cross-sectional study involving 1,761 students from education and psychology degrees was conducted. Data were collected using validated self-reports and analyzed using linear and logistic regression. Results showed that lower self-control was associated with higher frequency of AI use. Self-control and self-efficacy were linked to using AI for academic tasks, while higher self-esteem was associated with lower AI use due to the need for interaction. The study also found that low self-control was related to using AI for interaction and academic tasks, while low self-efficacy was linked to using AI for academic tasks. These findings suggest that AI use is influenced by psychological characteristics such as self-control, self-esteem, and self-efficacy. Educators should consider these factors when integrating AI into their teaching strategies. The study highlights the importance of understanding the psychological characteristics of students when implementing AI in education. The results indicate that AI use is associated with lower self-control, self-esteem, and self-efficacy, and that these factors should be considered when designing educational strategies involving AI. The study also notes that the use of AI in education may affect social adaptability, emphasizing the need for ethical use of AI in academic settings. The findings suggest that promoting self-control and self-efficacy in students can help ensure responsible use of AI tools in education.This study explores the relationship between self-control, self-esteem, and self-efficacy and the use of artificial intelligence (AI) tools among university students. A cross-sectional study involving 1,761 students from education and psychology degrees was conducted. Data were collected using validated self-reports and analyzed using linear and logistic regression. Results showed that lower self-control was associated with higher frequency of AI use. Self-control and self-efficacy were linked to using AI for academic tasks, while higher self-esteem was associated with lower AI use due to the need for interaction. The study also found that low self-control was related to using AI for interaction and academic tasks, while low self-efficacy was linked to using AI for academic tasks. These findings suggest that AI use is influenced by psychological characteristics such as self-control, self-esteem, and self-efficacy. Educators should consider these factors when integrating AI into their teaching strategies. The study highlights the importance of understanding the psychological characteristics of students when implementing AI in education. The results indicate that AI use is associated with lower self-control, self-esteem, and self-efficacy, and that these factors should be considered when designing educational strategies involving AI. The study also notes that the use of AI in education may affect social adaptability, emphasizing the need for ethical use of AI in academic settings. The findings suggest that promoting self-control and self-efficacy in students can help ensure responsible use of AI tools in education.