Supplementary file 1_AI feedback-seeking and learning engagement in art education: psychological antecedents and reflective mechanisms.docx

The proposed relationships were tested using partial least squares structural equation modeling.</p>Results<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.</p>Discussion<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.</p>