2026-10-11T19:39:10Z https://api.figshare.com/v2/oai

oai:figshare.com:article/34039287 2026-10-01T05:31:37Z category_173 portal_316 item_type_3 month_year_10_2026

Supplementary file 1_AI feedback-seeking and learning engagement in art education: psychological antecedents and reflective mechanisms.docx Tianbi Hu (25152675) Guangyao Li (428714) Applied Psychology AI feedback-seeking art education fear of negative evaluation help-seeking avoidance openness reflective learning task behavioral engagement Introduction<p>Generative artificial intelligence provides students with a feedback source that differs from traditional teacher and peer interaction, yet limited research has explained why students actively seek feedback from AI or how such feedback-seeking is associated with subsequent learning engagement. Drawing on transactional stress and coping theory and social cognitive theory, this study examined the psychological antecedents and reflective mechanisms of AI feedback-seeking in art education.</p>Methods<p>Two complementary studies were conducted. Study 1 utilized survey data from 315 higher education students with recent experience in art learning and generative AI use to investigate whether a fear of negative evaluation was associated with AI feedback-seeking through interpersonal help-seeking avoidance. Study 2 involved 172 students who completed a standardized AI-supported art-creation task. It examined whether AI feedback-seeking was associated with task behavioral engagement through reflective learning and whether openness strengthened this indirect relationship. The proposed relationships were tested using partial least squares structural equation modeling.</p>Results<p>In Study 1, fear of negative evaluation was positively associated with interpersonal help-seeking avoidance, which in turn was associated with greater AI feedback-seeking. The indirect association between fear of negative evaluation and AI feedback-seeking through interpersonal help-seeking avoidance was significant, whereas the direct association was not. In Study 2, AI feedback-seeking was positively associated with reflective learning, which was further associated with task behavioral engagement. Reflective learning significantly mediated the association between AI feedback-seeking and task behavioral engagement. Openness strengthened both the association between AI feedback-seeking and reflective learning and the corresponding indirect association with task behavioral engagement.</p>Discussion<p>The findings indicate that avoiding interpersonal help does not necessarily reflect withdrawal from feedback. Under evaluation concerns, students may instead select AI as a feedback source involving less interpersonal exposure. However, seeking AI feedback is not uniformly associated with stronger learning engagement; its relevance depends on whether students reflect on the information obtained and remain receptive to alternative perspectives. The study positions AI feedback-seeking as both a coping-oriented form of feedback-source selection and a learner-initiated resource for reflective engagement in art education.</p> 2026-10-01T05:31:37Z Dataset Dataset 10.3389/fpsyg.2026.1948880.s001 https://figshare.com/articles/dataset/Supplementary_file_1_AI_feedback-seeking_and_learning_engagement_in_art_education_psychological_antecedents_and_reflective_mechanisms_docx/34039287 CC BY 4.0