ChatGPT僅上線2個月便擁有上億的使用者，成為了歷史上增長最快速的應用程式，其用途廣泛，不再只是普通的聊天機器人，而是提供給大眾使用的生成式人工智慧(GAI)工具，它不僅可以與人類自然的對話與互動，也能執行複雜的語言工作，例如:創作音樂、撰寫小說、編寫程式等。從ChatGPT推出以來，我們總能在新聞與媒體中看到關於ChatGPT取代人類工作、為人類帶來威脅與挑戰、產生出新型態的工作模式等報導，它強大的功能使得各階層的工作者皆可能受其影響，進而導致部分人們失去原先的工作機會。
ChatGPT的認知能力與情感能力為人們的生活帶來眾多機會的同時，也帶來相當程度的挑戰與威脅，欲更進一步了解ChatGPT的出現對於學生群體是機會?還是威脅?是否會進而影響與其協作的意願? 同時，本研究也將進一步了解個人自我能力的主觀評價、就讀科系的差異是否也會造成影響。因此本研究將以COR理論框架作為基礎，並以「認知能力」、「情感能力」、「感知機會」、「感知威脅」、「一般自我效能感」、「協作意願」作為研究構面進行探討。
本研究採網路問卷發放的形式，總收回份數為242份，有效問卷為189份，並以SPSS與SmartPLS對資料進行驗證與檢定。本研究結果表明ChatGPT的「認知能力」會顯著正向影響學生們的「感知機會」、ChatGPT的「情感能力」會顯著正向影響學生們的「感知威脅」。而學生們對於ChatGPT所帶來的「感知機會」會顯著正向影響其「協作意願」。同時，「一般自我效能感」會顯著調節「感知機會」與「協作意願」之關係，當一般自我效能感較高者，感知機會對於協作意願的正向影響會小於一般自我效能感較低者的正向影響。

ChatGPT has achieved unprecedented growth as an application, amassing over a hundred million users in just two months since its launch. It has transformed from a conventional chatbot into a powerful Generative Artificial Intelligence (GAI) tool that is accessible to the general public. This versatile tool goes beyond engaging in natural conversations and interactions with humans; it also possesses the ability to perform intricate language tasks, such as composing music, writing novels, and even coding programs. Since the introduction of ChatGPT, news outlets and media platforms have been abuzz with reports on its potential to replace human jobs, pose threats and challenges to society, and give rise to new forms of employment. Its remarkable capabilities have the potential to influence individuals across various professions, potentially resulting in some people losing their previous job opportunities.
The cognitive and emotional capabilities of ChatGPT bring numerous opportunities to people's lives, while also introducing a significant degree of challenges and potential threats. This study will delve deeper into the impact of ChatGPT on students—is it an opportunity or a threat—and to ascertain if it might consequently influence their willingness to collaborate with it. Additionally, the research will examine how subjective evaluations of personal abilities and differences in academic disciplines may further affect these perceptions. Grounded in the Conservation of Resources (COR) theory framework, the study will investigate various aspects, including cognitive abilities, emotional abilities, perceived opportunities, perceived threats, general self-efficacy, and the willingness to collaborate ChatGPT.
In this study, an online questionnaire was administered, and a total of 242 responses were collected. After filtering, 189 valid responses were obtained, and the data were validated and analyzed using SPSS and SmartPLS. The results indicate that the "cognitive abilities" of ChatGPT significantly and positively influence students' "perceived opportunities," while the "emotional abilities" of ChatGPT significantly and positively influence students' "perceived threats". Moreover, students' perception of the "perceived opportunities" presented by ChatGPT significantly and positively affects their "willingness to collaborate" it. Additionally, the relationship between "perceived opportunities" and "willingness to collaborate" is significantly moderated by "general self-efficacy." Individuals with higher levels of general self-efficacy exhibit a smaller positive impact of perceived opportunities on their willingness to collaborate ChatGPT compared to those with lower levels of general self-efficacy.

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