The dynamic relationships among AI-assisted formative assessment in music teaching, feedback literacy, and music learning engagement

He Sun, He Sun, He Sun

Open source

DOI: 10.3389/fpsyg.2026.1919875
Published: 8
Container: Frontiers in Psychology
Publisher: Not recorded
Open access: yes

Credibility signals

uncertain Score 53/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.

Show all credibility signals

cautionDOI registered: No matching Crossref record was present in this response. Source: Crossref; license: CC0 metadata
cautionDOI resolves: No matching Crossref record was present in this response. Source: Crossref; license: CC0 metadata
supportingDirectory of Open Access Journals: A matching record was returned by DOAJ. Source: DOAJ; license: CC0
not scoredMEDLINE indexed: Not checked or no result supplied; no credibility inference made. Source: No authority result supplied; license: Unknown
not scoredOpenAlex core source: Not checked or no result supplied; no credibility inference made. Source: No authority result supplied; license: Unknown
not scoredKnown publisher allow-list: Not checked or no result supplied; no credibility inference made. Source: No authority result supplied; license: Unknown
not scoredROR affiliation: Not checked or no result supplied; no credibility inference made. Source: No authority result supplied; license: Unknown
not scoredRetraction Watch retraction: No retraction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete. Source: Retraction Watch; license: CC BY 4.0
not scoredRetraction Watch expression of concern: No expression of concern notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete. Source: Retraction Watch; license: CC BY 4.0
not scoredRetraction Watch correction: No correction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete. Source: Retraction Watch; license: CC BY 4.0
not scoredRetraction Watch reinstatement: No reinstatement notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete. Source: Retraction Watch; license: CC BY 4.0
supportingOpen access status: Normalized open-access status: open. Source: Normalized work metadata; license: Caller-provided; provenance license not supplied to scorer
not scoredPublication license: Not checked or no result supplied; no credibility inference made. Source: No authority result supplied; license: Unknown
not scoredPublication version: A publication version was supplied but is not scored. Source: Normalized work metadata; license: Caller-provided; provenance license not supplied to scorer
cautionMetadata completeness: 5 of 6 scored descriptive metadata groups are present; missing fields increase uncertainty. Source: Normalized work metadata; license: Caller-provided; provenance license not supplied to scorer

Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1919875,
  title = {The dynamic relationships among AI-assisted formative assessment in music teaching, feedback literacy, and music learning engagement},
  author = {He Sun and He Sun and He Sun},
  year = {2026},
  journal = {Frontiers in Psychology},
  doi = {10.3389/fpsyg.2026.1919875},
  url = {https://doi.org/10.3389/fpsyg.2026.1919875}
}

RIS

TY  - JOUR
TI  - The dynamic relationships among AI-assisted formative assessment in music teaching, feedback literacy, and music learning engagement
AU  - He Sun
AU  - He Sun
AU  - He Sun
PY  - 2026
JO  - Frontiers in Psychology
DO  - 10.3389/fpsyg.2026.1919875
UR  - https://doi.org/10.3389/fpsyg.2026.1919875
ER  -

APA

Sun, H., Sun, H., & Sun, H. (2026). The dynamic relationships among AI-assisted formative assessment in music teaching, feedback literacy, and music learning engagement. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2026.1919875

Source records

doaj · retrieved 2026-09-25T06:43:37.534Z