ArticleFrontiers in psychology2026
A psychological dynamics model of AI-supported learning: examining the mediating and moderating effects on preservice early childhood teachers' instructional design ability.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: Generative AI is reshaping higher education by acting not only as a learning tool but also as a psychological catalyst for self-regulation and creative expression. Drawing on Self-Regulated Learning Theory, Social Cognitive Theory, and Self-Determination Theory, this study examines how AI feedback quality and AI scaffolding influence the instructional design ability of preservice early childhood education students through the mediating roles of self-regulated learning (SRL) and creative self-efficacy (CSE), as well as the moderating role of professional identity in early childhood education (PIEC). Methods: A cross-sectional online survey was conducted with 439 undergraduate students majoring in early childhood education at universities in mainland China. All constructs were measured with validated 7-point Likert scales. The hypothesized model was tested using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4.0, with 5,000 bootstrap resamples to assess direct, indirect (mediation), and interaction (moderation) effects. Results: Both AI feedback quality and AI scaffolding significantly enhanced SRL and CSE, which in turn improved instructional design ability. SRL and CSE each exhibited significant mediating effects, with SRL demonstrating the stronger indirect influence. Professional identity displayed a dual moderating pattern: it strengthened the effects of AI feedback on SRL and CSE but weakened the effects of AI scaffolding. Discussion: These findings reposition AI as a psychological facilitator that triggers strategic and creative processes rather than merely a technical tool. The study contributes a dual-process model of AI-supported learning and a professional congruence moderation framework, offering implications for teacher preparation, AI tool selection, and instructional design training. Limitations and directions for future research are discussed.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.