{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T06:49:26Z","timestamp":1791355766002,"version":"4.3.1"},"reference-count":36,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T00:00:00Z","timestamp":1791331200000},"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:p>\n                    Generative artificial intelligence (GenAI) is increasingly used in design courses, but evidence remains limited on how students\u2019 appraisal of such support co-varies with domain cognition, creative confidence, engagement, and independently assessed creative work. This within-course correlational study examined within-course change and theory-specified contemporaneous associations in a 72-h Furniture Appreciation and Selection course involving 150 vocational design students in China. Sustainable design cognition and creative self-efficacy were measured before and after the course; perceived GenAI-supported learning and learning engagement were measured after it; and final creative design performance was rated independently by three experts. Paired-samples t tests described within-course change. Item-level CFA preceded the score-level association analyses, while standardized composite-score ordinary least squares models and 10,000-resample percentile bootstrap confidence intervals summarized theory-specified post-course associations and coefficient products. Sustainable design cognition increased from 3.326 to 3.792, t (149)\u202f=\u202f10.362,\n                    <jats:italic>p<\/jats:italic>\n                    &amp;lt;\u202f0.001, d\n                    <jats:sub>z<\/jats:sub>\n                    \u202f=\u202f0.846, and creative self-efficacy increased from 3.509 to 3.877, t (149)\u202f=\u202f7.424,\n                    <jats:italic>p<\/jats:italic>\n                    &amp;lt;\u202f0.001, d\n                    <jats:sub>z<\/jats:sub>\n                    \u202f=\u202f0.606; these values indicate change during the course as a whole rather than a GenAI-specific intervention effect. Among the direct post-course associations, learning engagement showed the largest coefficient with expert-rated creative design performance (\u03b2\u202f=\u202f0.515,\n                    <jats:italic>p<\/jats:italic>\n                    &amp;lt;\u202f0.001; f\n                    <jats:sup>2<\/jats:sup>\n                    =\u202f0.361). The theory-specified coefficient products were 0.076 for SDC-CSE-LE, 0.204 for CSE-LE-CP, and 0.0080 for AISL-SDC-CSE-LE-CP. The last interval narrowly excluded zero [0.0002, 0.0234], but the product was statistically detectable and negligible in magnitude. Because the study followed one cohort without a comparison condition and most model variables were measured at the same post-course occasion, the findings support within-course change and contemporaneous association, not causal or temporally ordered effects.\n                  <\/jats:p>","DOI":"10.3389\/fpsyg.2026.1962146","type":"journal-article","created":{"date-parts":[[2026,10,7]],"date-time":"2026-10-07T05:50:12Z","timestamp":1791352212000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Psychological associations between perceived generative AI-supported learning and creative design performance in vocational design education: a within-course correlational study"],"prefix":"10.3389","volume":"17","author":[{"given":"Xiaoping","family":"Xu","sequence":"first","affiliation":[{"name":"Design College, Jinhua University of Vocational Technology","place":["Jinhua, China"]},{"name":"Faculty of Design and Architecture, Universiti Putra Malaysia","place":["Serdang, Selangor, Malaysia"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Chenhui","family":"Wang","sequence":"additional","affiliation":[{"name":"College of Design and Innovation, Zhejiang Normal University","place":["Jinhua, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shuangyan","family":"Fu","sequence":"additional","affiliation":[{"name":"Psychological Counseling Center, Jinhua University of Vocational Technology","place":["Jinhua, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Jiawei","family":"Tong","sequence":"additional","affiliation":[{"name":"College of Education, Wenzhou-Kean University","place":["Wenzhou, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Dian","family":"Jin","sequence":"additional","affiliation":[{"name":"Design College, Jinhua University of Vocational Technology","place":["Jinhua, China"]}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2026,10,7]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"84","DOI":"10.1108\/IJSHE-01-2013-0002","article-title":"Introducing sustainability to interior design students through industry collaboration","volume":"15","author":"Afacan","year":"2014","journal-title":"Int. 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