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Do Attachment Styles Shape ChatGPT Usage?

A mixed-methods study linking adult attachment style to how people actually use a general assistant, combining a survey with donated real conversation history. Attachment anxiety predicts emotional engagement, trust and willingness to act on the assistant's suggestions; attachment avoidance predicts the opposite. Attachment anxiety also leaves a distinctive linguistic signature in the conversations themselves.

Publisher

ACM Conference on Fairness, Accountability, and Transparency (FAccT 2026); Information School, University of Washington

Published

25 Jun 2026

Added

today

Key Findings

  • Survey of N = 168 triangulated against 19,930 messages of real ChatGPT conversational history donated by N = 19 participants.
  • Attachment anxiety predicts higher emotional engagement, higher trust, and greater likelihood of adopting ChatGPT's behavioural suggestions.
  • Attachment avoidance predicts reduced trust and a smaller gain in self-efficacy from using the assistant.
  • Attachment anxiety shows distinctive linguistic markers in the conversation text: more affect words, more self-referential pronouns and more future-focused language.
  • The authors frame that signature as an implicit-disclosure privacy risk: the user reveals an attachment pattern they never stated.

Methodology Notes

Small donated-history subsample (19 participants, 19,930 messages) alongside a 168-person survey; self-selected donors; the linguistic markers are correlational and the study does not test whether a model exploits them. FAccT 2026 pp. 7144-7170, DOI 10.1145/3805689.3812418, published 2026-06-25; metadata verified through Crossref (dl.acm.org unreachable from this box).

Authors

Marx Wang, Jade Xiaoyi Li, Songling Ngo, Katie Davis, Alexis Hiniker

Tags

facct-2026attachment-theoryuwdonated-conversationslinguistic-markers

Cite This

APA

Marx Wang et al. (2026). Do Attachment Styles Shape ChatGPT Usage? ACM Conference on Fairness, Accountability, and Transparency (FAccT 2026); Information School, University of Washington. https://doi.org/10.1145/3805689.3812418