<p>The rapid development of artificial intelligence is reshaping individual learning and lifestyle habits, with a growing number of college students relying on generative artificial intelligence (Gen AI) for academic and daily tasks. However, research on family and school factors associated with college students’ Gen AI dependency remains limited. Based on ecological systems theory and the cognitive-behavioral model of pathological Internet use, this study aimed to investigate the association between parental phubbing, peer phubbing, loneliness, self-efficacy, perception of Gen AI, and Gen AI dependency. Analysis of data from 1928 college students revealed that both parental and peer phubbing were positively correlated with college students’ Gen AI dependency, and loneliness and self-efficacy parallel mediated this relationship. However, the strength of these mediating effects differed, with loneliness serving as a stronger mediator between peer phubbing and Gen AI dependency. Furthermore, the perception of Gen AI moderated the relationships between phubbing, loneliness, self-efficacy, and Gen AI dependency. Specifically, associations strengthened as the positive perception of Gen AI increased. These findings make a timely contribution to the research of digital development and AI use and provide important insights for preventing Gen AI dependency among college students from the perspective of individuals and family and peer relationships.</p>