The present study aimed to analyse if self-control, self-esteem and self-efficacy are related to the use of artificial intelligence tools. These tools are being incorporated to educational practices, but there is a lack of empirical evidence about the relation between artificial intelligence use by students and their personal and psychological characteristics. Drawing a profile of students concerning their use of artificial intelligence is imperative in order to design effective learning strategies. This was a cross-sectional study including 1 761 undergraduate students enrolled in different degrees related to education and psychology. Data collection was conducted using validated self-reports that showed appropriate psychometric properties. According to linear regression analyses, low levels of self-control were related to a higher frequency of artificial intelligence use. Logistic regression analyses showed that self-control and self-efficacy were associated with using artificial intelligence to solve daily doubts, due to the need of interacting with someone and to do academic tasks instead of the student. Moreover, higher scores in self-esteem decreased the odds of using artificial intelligence due to the need of interacting with someone. Educators should take into account these findings when implementing the use of artificial intelligence in their educational strategies with university students.