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However, effectively engaging students with GenAI to actively manage their learning processes while maintaining motivation and adaptability remains a significant challenge. Self\u2010regulated scaffolding is recognised as an effective tool for helping students navigate the three phases of self\u2010regulated learning (SRL): forethought, performance, and self\u2010reflection. SRL is closely associated with the fulfilment of three basic psychological needs: autonomy, competence, and relatedness.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Objectives<\/jats:title>\n                    <jats:p>This study introduced a self\u2010regulated scaffolding approach based on self\u2010determination theory (SDT) and evaluated its effectiveness using a quasi\u2010experimental design. The primary objective is to enhance students' self\u2010efficacy, intrinsic motivation, and higher\u2010order thinking skills by integrating these scaffolds into GenAI\u2010supported learning environments.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>The participants were 85 university students, including freshmen, sophomores, and juniors from the School of Arts and Design. The experiment involved three groups of students: the control group, the GenAI group, and the GenAI with scaffolding group. Pre\u2010 and post\u2010tests and linear regression were conducted to assess the development of the students across the three groups.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and Conclusions<\/jats:title>\n                    <jats:p>Within\u2010group analyses revealed that traditional learning methods without GenAI did not result in significant improvements, whereas the GenAI group exhibited statistically significant gains in intrinsic motivation, self\u2010efficacy, creativity, and higher\u2010order thinking skills. The GenAI with scaffolding group also exhibited significant improvements in critical thinking, computational thinking, and self\u2010efficacy. Between\u2010group analyses indicated that the presence of effective scaffolding (GenAI with scaffolding group) had a more positive impact on students' computational thinking and self\u2010efficacy compared with the absence of effective scaffolding (GenAI group). These findings indicated that while GenAI was effective in improving educational outcomes, the incorporation of SDT\u2010aligned scaffolding enhanced these benefits even further, which ultimately resulted in better and more enduring learning gains.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1002\/jcal.70214","type":"journal-article","created":{"date-parts":[[2026,3,8]],"date-time":"2026-03-08T18:17:42Z","timestamp":1772993862000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Promoting Interdisciplinary Learning With Generative\n                    <scp>AI<\/scp>\n                    Through Self\u2010Regulated Scaffolding"],"prefix":"10.1002","volume":"42","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-0538-7665","authenticated-orcid":false,"given":"Qi","family":"Xia","sequence":"first","affiliation":[{"name":"Department of Higher Education, School of Education Zhejiang University  Hangzhou China"}]},{"ORCID":"https:\/\/orcid.org\/0009-0005-9750-8920","authenticated-orcid":false,"given":"Yiming","family":"Yang","sequence":"additional","affiliation":[{"name":"School of Humanities and Social Sciences University of Science and Technology of China  Hefei China"}]},{"given":"Wenlang","family":"Wang","sequence":"additional","affiliation":[{"name":"Department of Curriculum &amp; Instruction, School of Education South China Normal University  Guangzhou China"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5424-587X","authenticated-orcid":false,"given":"Hongbiao","family":"Yin","sequence":"additional","affiliation":[{"name":"Department of Curriculum &amp; Instruction, Faculty of Education The Chinese University of Hong Kong  Hong Kong China"},{"name":"Hong Kong Institute of Educational Research The Chinese University of Hong Kong  Hong Kong China"}]}],"member":"311","published-online":{"date-parts":[[2026,2,25]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1080\/10508406.2024.2341390"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.18637\/jss.v076.i04"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10639\u2010024\u201013193\u2010x"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.1186\/s41239\u2010023\u201000411\u20108"},{"key":"e_1_2_12_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/03075079.2024.2345187"},{"key":"e_1_2_12_7_1","doi-asserted-by":"publisher","DOI":"10.1007\/s12564\u2010024\u201009969\u2010y"},{"key":"e_1_2_12_8_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10798\u2010024\u201009883\u20109"},{"key":"e_1_2_12_9_1","doi-asserted-by":"publisher","DOI":"10.1007\/s11423\u2010024\u201010366\u2010w"},{"key":"e_1_2_12_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.caeai.2023.100197"},{"key":"e_1_2_12_11_1","doi-asserted-by":"publisher","DOI":"10.1080\/10494820.2023.2253861"},{"issue":"1","key":"e_1_2_12_12_1","first-page":"250","article-title":"How GenAI\u2010Supported Multi\u2010Modal Presentations Benefit Students With Different Motivation Levels: Evidence From Digital Storytelling Performance, Critical Thinking Awareness, and Learning Attitude","volume":"28","author":"Chu H. 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