Differentiated Empowerment and Boundary Effects of AI-Assisted Music Learning: A Mixed-Methods Study of Learning Motivation, Self-Regulated Learning, and Creative Performance.

In contrast, the pooled effect for SRL was positive but did not reach statistical significance in the main model ( g = 0.565, 95% CI [−0.207, 1.338], 95% PI [−2.030, 3.160], p = .102).

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By contrast, for higher-order cognition, the interaction term failed to reach significance in both models, suggesting that the current evidence remains insufficient to establish a stable prior ability–task interaction pattern in this domain.

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