Akademik Veri Yönetim Sistemi
Frontiers in Artificial Intelligence, cilt.9, 2026 (ESCI, Scopus)
Background: Generative artificial intelligence (GenAI) is rapidly entering knowledge work, yet organizational psychology lacks a clear account of when and how GenAI functions as a job resource in the Job Demands–Resources (JD-R) model, especially in high-demand academic work. Methods: We conducted a JD-R–guided directed qualitative content analysis of a de-identified human–AI interaction log generated during routine academic work. The log was segmented into interactional episodes and coded using function-first descriptors. Codes were mapped deductively to three JD-R–aligned resource domains (cognitive; structural/strategic; emotional/psychosocial) and a boundary-conditions stream (human oversight; data integrity/traceability). Results: Across 15 episodes, GenAI enacted cognitive functions that reduced informational complexity, structural/strategic functions that increased planning capacity and task structure, and emotional/psychosocial functions expressed through observable efficacy-reinforcing and action-orienting cues. Boundary-condition coding showed that benefits depended on human oversight and integrity routines; in episodes requiring substantial verification or traceability work, GenAI could shift rather than reduce demands. Conclusion: GenAI can operate as a conditional job resource in demanding academic knowledge work, but sustainable benefit requires explicit human-in-the-loop oversight and data integrity practices that support reliable and responsible use.