<![CDATA[The increasing adoption of generative artificial intelligence (AI) has transformed the ways university students seek academic support, yet little is known about how AI chatbot companions are integrated into students' academic help-seeking behaviours. This qualitative study explored how university students use AI chatbot companions as part of their academic help-seeking processes and examined their perceptions of the benefits and challenges associated with their use. Guided by Karabenick and Dembo's (2011) academic help-seeking process model, the study employed a qualitative descriptive design. Data were collected through semi-structured interviews with university students who had experience using AI chatbot companions for academic purposes. The interview data were analysed using reflexive thematic analysis through a hybrid deductive-inductive approach. The findings revealed that students incorporated AI chatbot companions into a dynamic help-seeking process by recognizing learning difficulties, strategically selecting AI as an academic help source, engaging in iterative dialogue, and critically evaluating AI-generated assistance before applying it to their learning. Participants perceived AI chatbot companions as accessible, personalized, and psychologically safe learning partners that supported self-regulated learning. However, they also expressed concerns regarding the reliability of AI-generated information, the need for information verification, and the potential risk of overreliance. The study extends Karabenick and Dembo's academic help-seeking process model by positioning AI chatbot companions as an emerging academic help source within higher education. The findings further highlight the importance of fostering AI literacy, critical evaluation skills, and responsible AI use to maximize the educational value of AI chatbot companions.]]>
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