{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T06:01:00Z","timestamp":1790834460482,"version":"4.1.0"},"reference-count":51,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T00:00:00Z","timestamp":1790812800000},"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>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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats: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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats: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.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Discussion<\/jats:title>\n                    <jats: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.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyg.2026.1948880","type":"journal-article","created":{"date-parts":[[2026,10,1]],"date-time":"2026-10-01T05:41:09Z","timestamp":1790833269000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["AI feedback-seeking and learning engagement in art education: psychological antecedents and reflective mechanisms"],"prefix":"10.3389","volume":"17","author":[{"given":"Tianbi","family":"Hu","sequence":"first","affiliation":[{"name":"School of Art and Humanities, China Academy of Art","place":["Hangzhou, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Guangyao","family":"Li","sequence":"additional","affiliation":[{"name":"Art Design College, Zhejiang Gongshang University","place":["Hangzhou, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,10,1]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"213","DOI":"10.1146\/annurev-orgpsych-041015-062314","article-title":"To seek or not to seek: is that the only question? 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