The role of AI companions in supporting adaptive emotion regulation among university students with social anxiety

Abstract

Social anxiety is a prevalent psychological challenge among university students, often impairing interpersonal relationships, academic engagement, and overall well-being. Emotion regulation strategies are critical in managing these challenges. With the rise of artificial intelligence (AI)-based companions, there is increasing interest in their potential role in promoting adaptive emotion regulation and offering non-judgmental support to socially anxious individuals. However, limited evidence exists on how students experience AI companions in relation to their emotional needs. This study therefore examined whether AI companions support adaptive emotion regulation among university students experiencing social anxiety. Using a hermeneutic phenomenological approach, responses were obtained from 20 university students aged 18–24 years who self-identified as experiencing social anxiety. Data were gathered through semi-structured interviews, and participants’ experiences were analyzed using content analysis to identify common themes. The findings were summarized under four themes: (a) Safe Spaces for Silent Struggles, (b) Emotional Relief and Coping (c) Stigma and the Appeal of Nonjudgmental AI, and (d) Withdrawal and Reliance on Technology. While students reported that AI companions provided a safe outlet for self-expression and helped regulate anxiety in triggering situations, they also expressed concerns about authenticity, overdependence, and lack of human warmth. The study highlights both the promise and limitations of AI companions in supporting adaptive emotion regulation among socially anxious students. A multi-stakeholder effort involving psychologists, educators, and AI developers is recommended to optimize the use of AI companions for mental health support in university settings.