While prior work has examined patterns of adoption and social norms around AI use, less is known about how emotional factors, such as shame and guilt, shape students use of AI tools. We present an interview study with 19 computing students through a functionalist perspective of shame and guilt, which interprets emotions as social signals that regulate behavior. Our findings show that these emotions regulate when and how students make their use visible, as they engage in hiding behaviors and selective disclosure. Students described shaming themselves, their peers, and even faculty for using AI. Shame and guilt often coexist with continued AI use, creating cycles of reduced agency and moral tension rather than promoting behavior change. Students described feeling tensions between their AI use and their identities as competent, hardworking, or ethical computing students. Students also used language and metaphors of addiction to describe their experiences. These results highlight the need to consider the socio-emotional aspects of AI use, which may be influenced by how AI policies are implemented and enforced. We discuss classroom practices that can foster healthy, open discussion and support responsible AI use.

翻译：尽管已有研究考察了AI使用的采纳模式和社会规范，但关于羞耻和内疚等情感因素如何影响学生使用AI工具，目前仍知之甚少。我们通过对19名计算机专业学生的访谈研究，采用羞耻与内疚的功能主义视角——将情感解读为调节行为的社会信号——展开分析。研究结果表明，这些情感通过隐藏行为和选择性披露机制，调节着学生何时以及如何将AI使用行为公开化。受访者描述了自我羞耻、同伴谴责，甚至对教师使用AI的批判现象。羞耻与内疚常与持续性的AI使用并存，导致产生自主性降低与道德张力循环，而非促成行为改变。学生坦言在AI使用与其"称职、勤奋或道德"的计算机专业身份认同之间存在紧张关系。他们还会使用成瘾相关的语言和隐喻来描述自身经历。这些结果凸显了需关注AI使用的社会情感维度——此类情感可能受到AI政策实施与执行方式的影响。我们探讨了能够促进健康公开讨论、支持负责任AI使用的课堂实践方法。