Objectives: This study examined the associations of generative artificial intelligence (AI) use in learning with perceived academic achievement and academic integrity awareness among dental hygiene students. Methods: A cross-sectional survey using a structured questionnaire was conducted with 138 dental hygiene students. Data were analyzed using independent t-tests, oneway analysis of variance, Pearson’s correlation analysis, and hierarchical multiple regression analysis. Results: Generative AI use in learning was strongly and positively correlated with perceived academic achievement (r=0.863, p<0.01), and this association remained significant after adjusting for year of study, age, and satisfaction with one’s major (B=1.016, 95% confidence interval [CI]: 0.912 to 1.120, p<0.001). By contrast, academic integrity awareness was not significantly associated with generative AI use (B=−0.026, 95% CI: −0.154 to 0.101, p>0.05) but was significantly associated with satisfaction with one’s major (B=0.179, 95% CI: 0.073 to 0.285, p<0.01). Conclusions: Generative AI use in learning was positively associated with perceived academic achievement but not with academic integrity awareness, which was instead associated with satisfaction with one’s major. Because all variables were self-reported at a single time point, common method bias cannot be excluded, and the cross-sectional design precludes causal interpretation.