Generative AI (GenAI) is increasingly used in academic writing, yet its effects on students' writing self-efficacy remain contingent on how assistance is configured. This pilot study investigates how ideation-level, sentence-level, full-process, and no AI support differentially shape undergraduate writers' self-efficacy using a 2 by 2 experimental design with Korean undergraduates completing argumentative writing tasks. Results indicate that AI assistance does not uniformly enhance self-efficacy full AI support produced high but stable self-efficacy alongside signs of reduced ownership, sentence-level AI support led to consistent self-efficacy decline, and ideation-level AI support was associated with both high self-efficacy and positive longitudinal change. These findings suggest that the locus of AI intervention, rather than the amount of assistance, is critical in fostering writing self-efficacy while preserving learner agency.

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