AIGC affordance and student self-regulation in private undergraduate education: a serial mediation model of self-efficacy and learning motivation

Abstract

Introduction While AIGC tools are reshaping student learning, the psychological mechanisms through which AIGC affordance translates into adaptive learning behaviors remain underexplored. Grounded in Affordance-Actualization Theory and self-regulation theory, this study examines how AIGC affordance activates self-regulated learning (SRL) through the serial mediation of self-efficacy and motivation, contextualized within industry-education integration (IEI) programs in Guangzhou Private Undergraduate. Methods A pragmatic mixed-methods design integrated quantitative surveys (N = 689) with qualitative interviews (N = 8 instructors). PLS-SEM tested the hypothesized psychological pathways; thematic analysis elucidated implementation boundary conditions. Results The results demonstrate that perceived AIGC affordance significantly enhances students’ AIGC self-efficacy, which in turn boosts their learning motivation and ultimately strengthens their self-regulated learning (SRL) capabilities. While the quality of AIGC assessment feedback is a strong predictor of student satisfaction, it does not directly improve SRL; its influence is channeled primarily through motivation. Complementing these findings, interview data uncovered persistent gaps in IEI implementation, including curriculum-industry misalignment, limited project diversity, and weak enterprise engagement, which contextualize the quantitative model. Discussion By integrating SRL theory with the IEI framework, this study reveals that AIGC’s primary value lies not merely as a functional productivity tool but as a psychological catalyst. It fosters adaptive learning by building students’ confidence and motivational drive. The non-significant direct path from feedback quality to self-efficacy and from satisfaction to SRL suggests that positive experience alone is insufficient for deep learning; the activation of motivational and self-efficacy mechanisms is crucial. Conclusion The study concludes that the successful integration of AIGC in IEI requires a dual focus: strategically addressing systemic implementation gaps at the program level, and pedagogically designing AIGC activities that explicitly target the enhancement of self-efficacy and motivation to promote self-regulation.