{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,11]],"date-time":"2026-09-11T05:07:08Z","timestamp":1789103228990,"version":"build-2803163510"},"reference-count":54,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,9,11]],"date-time":"2026-09-11T00:00:00Z","timestamp":1789084800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec>\n                    <jats:title>Introduction<\/jats:title>\n                    <jats:p>While AIGC tools are reshaping student learning, the psychological mechanisms through which AIGC affordance translates into adaptive learning behaviors remain underexplored. Grounded in Affordance-Actualization Theory and self-regulation theory, this study examines how AIGC affordance activates self-regulated learning (SRL) through the serial mediation of self-efficacy and motivation, contextualized within industry-education integration (IEI) programs in Guangzhou Private Undergraduate.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>\n                      A pragmatic mixed-methods design integrated quantitative surveys (\n                      <jats:italic>N<\/jats:italic>\n                      =\u202f689) with qualitative interviews (\n                      <jats:italic>N<\/jats:italic>\n                      =\u202f8 instructors). PLS-SEM tested the hypothesized psychological pathways; thematic analysis elucidated implementation boundary conditions.\n                    <\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>The results demonstrate that perceived AIGC affordance significantly enhances students\u2019 AIGC self-efficacy, which in turn boosts their learning motivation and ultimately strengthens their self-regulated learning (SRL) capabilities. While the quality of AIGC assessment feedback is a strong predictor of student satisfaction, it does not directly improve SRL; its influence is channeled primarily through motivation. Complementing these findings, interview data uncovered persistent gaps in IEI implementation, including curriculum-industry misalignment, limited project diversity, and weak enterprise engagement, which contextualize the quantitative model.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats:p>By integrating SRL theory with the IEI framework, this study reveals that AIGC\u2019s primary value lies not merely as a functional productivity tool but as a psychological catalyst. It fosters adaptive learning by building students\u2019 confidence and motivational drive. The non-significant direct path from feedback quality to self-efficacy and from satisfaction to SRL suggests that positive experience alone is insufficient for deep learning; the activation of motivational and self-efficacy mechanisms is crucial.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusion<\/jats:title>\n                    <jats:p>The study concludes that the successful integration of AIGC in IEI requires a dual focus: strategically addressing systemic implementation gaps at the program level, and pedagogically designing AIGC activities that explicitly target the enhancement of self-efficacy and motivation to promote self-regulation.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1800950","type":"journal-article","created":{"date-parts":[[2026,9,11]],"date-time":"2026-09-11T04:31:22Z","timestamp":1789101082000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["AIGC affordance and student self-regulation in private undergraduate education: a serial mediation model of self-efficacy and learning motivation"],"prefix":"10.3389","volume":"17","author":[{"given":"Shi-Zhu","family":"Liang","sequence":"first","affiliation":[{"name":"School of Business Administration, Guangzhou Institute of Science and Technology","place":["Guangzhou, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Zhi-Cheng","family":"Li","sequence":"additional","affiliation":[{"name":"School of Business Administration, Guangzhou Institute of Science and Technology","place":["Guangzhou, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yu-Ming","family":"Hsu","sequence":"additional","affiliation":[{"name":"School of Business Administration, Fu Jen Catholic University","place":["New Taipei, Taiwan"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jia-Lu","family":"Xu","sequence":"additional","affiliation":[{"name":"Department of Finance and International Business, Hunan University of Science and Technology","place":["Xiangtan, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,9,11]]},"reference":[{"key":"ref9001","doi-asserted-by":"publisher","first-page":"4535","DOI":"10.1007\/s10639-020-10186-4","article-title":"Development and validation of the MOOC success scale (MOOC-SS)","volume":"25","author":"Albelbisi","year":"2020","journal-title":"Educ. 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