UROP Project

Adolescents and AI

Adolescence, AI, Mental Health
Research Mentor: Dr. Mickey Langlais,
Department, College, Affiliation: Baylor University, Robbins College of Health and Human Sciences, N/A
Contact Email: mickey_langlais@baylor.edu
Research Assistant Supervisor (if different from mentor):
Research Assistant Supervisor Email:
Faculty Collaborators:
Faculty Collaborators Email:
Looking for Research Assistants: Yes
Number of Research Assistants: 3
Relevant Majors: Human Development and Family Science, Psychology
Project Location: Virtual
Research Assistant Transportation Required: No, the project is remote
Remote or In-person: Fully Remote
Approximate Weekly Hours: 5-10 hours, Flexible schedule (Combination of business and outside of business. TBD between student and research mentor.)
Roundtable Times and Zoom Link:
Not participating in the roundtable

Project Description

The rapid integration of artificial intelligence (AI) into everyday life has transformed how adolescents learn, communicate, and navigate their social worlds (Langlais et al., 2024). Traditional perspectives on adolescent technology use have often focused on social media, gaming, or internet engagement as primary technological contexts. One emerging phenomenon within this evolving landscape is adolescents’ use of AI as a resource for both practical and interpersonal purposes, ranging from academic assistance to identity exploration and social support. While AI has gained substantial attention in public discourse and educational settings, empirical research examining how adolescents understand, engage with, and assign meaning to these tools remains limited. As a result, little is known about why adolescents turn to AI, how they incorporate it into their daily routines, or what perceived benefits and concerns shape their experiences. The goal of the present qualitative study is to explore how and why adolescents use AI, with particular attention to their motivations, contextual influences, and perceived consequences of engaging with AI.

Research Tasks: Participant recruitment, Qualitative interviewing (data collection), Qualitative data analysis, Writing up results

Skills that research assistant(s) may need: Recommended interpersonal skills, ability to recruit adolescents

Mentoring Philosophy

My mentoring philosophy is grounded in the belief that effective mentorship should help undergraduate students recognize their potential, develop professionally, and gain the confidence needed to pursue their academic and career goals. I strive to create a supportive environment characterized by open, honest, and respectful communication, where students feel comfortable asking questions, discussing challenges, and sharing their aspirations. Because students enter mentoring relationships with different experiences, interests, and needs, I take an individualized, strengths-based approach. I work collaboratively with each student to identify their existing talents and consider how those strengths can be applied to research, coursework, leadership, service, and future employment or graduate education. I also encourage students to pursue opportunities that expand their skills, professional networks, and understanding of possible career paths. When students encounter challenges, I view these moments as opportunities to promote reflection, problem-solving, resilience, and growth. Rather than making decisions for students, I aim to provide guidance, constructive feedback, and appropriate resources so they can make informed choices and become increasingly independent. Ultimately, my goal is to ensure that students feel valued and supported while helping them develop the knowledge, skills, and professional identity needed to succeed during college and beyond.

Additional Information


Link to Publications

https://scholar.google.com/citations?user=lS3v7pUAAAAJ&hl=en
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