ArticleFrontiers in psychology2026
Psychological associations between perceived generative AI-supported learning and creative design performance in vocational design education: a within-course correlational study.
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.
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Abstract
Generative artificial intelligence (GenAI) is increasingly used in design courses, but evidence remains limited on how students' 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) = 10.362,
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