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Sci.","Behavioral Sciences"],"abstract":"<jats:p>Drawing on Self-Determination Theory (SDT) and the Classroom Assessment Scoring System (CLASS) framework, this study tested a moderated mediation model in which two dimensions of GenAI-assisted teaching predict children\u2019s creative learning engagement through autonomous motivation. Cross-sectional survey data collected from 486 preschool teachers across 52 kindergartens in three Chinese provinces were analysed with structural equation modelling and bias-corrected bootstrap procedures. AI-enhanced interactive pedagogy was positively associated with autonomous motivation, whereas AI-dependent passive instruction was negatively associated with it; only passive instruction exhibited a direct negative link with creative learning engagement. Autonomous motivation fully mediated the interactive pedagogy pathway and partially mediated the passive instruction pathway. Perceived teacher\u2013child interaction quality significantly moderated the passive instruction to motivation path, attenuating the indirect association to non-significance at high levels of perceived interaction quality. Because all constructs were assessed via teacher self-report at a single time point, the observed associations reflect teachers\u2019 perceptions rather than objectively measured behaviours, and causal inference is not warranted. The study offers theoretical and practical insights for designing developmentally appropriate, teacher-scaffolded GenAI integration in preschool education.<\/jats:p>","DOI":"10.3390\/bs16081293","type":"journal-article","created":{"date-parts":[[2026,7,29]],"date-time":"2026-07-29T08:16:52Z","timestamp":1785313012000},"page":"1293","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Generative AI-Assisted Preschool Instruction and Children\u2019s Creative Learning Engagement: The Mediating Role of Autonomous Motivation and the Buffering Role of Perceived Teacher\u2013Child Interaction Quality"],"prefix":"10.3390","volume":"16","author":[{"given":"Qinyu","family":"Guo","sequence":"first","affiliation":[{"name":"Faculty of Education and Human Development, The Education University of Hong Kong, Hong Kong 999077, China"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Zhenyu","family":"Gao","sequence":"additional","affiliation":[{"name":"Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121, China"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,7,29]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","unstructured":"Alfarwan, A. 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