<p>This study investigates how intelligent art assessment systems influence creative self-efficacy through psychological mediating mechanisms in educational contexts. Using a quasi-experimental design with 297 undergraduate art students, we examined the mediating roles of affective computing feedback and intrinsic motivation in the relationship between intelligent assessment systems and creative self-efficacy. Structural equation modeling with bootstrap procedures revealed significant sequential mediation pathways. Results demonstrated that intelligent art assessment systems enhance creative self-efficacy primarily through affective computing feedback, which subsequently strengthens intrinsic motivation by satisfying basic psychological needs for autonomy, competence, and relatedness. The sequential mediation pathway (intelligent assessment → affective feedback → intrinsic motivation → creative self-efficacy) explained substantial variance in creative confidence outcomes. Findings indicate that emotionally responsive technological systems support rather than undermine learners’ creative development when designed to address both cognitive and affective dimensions of learning. The study provides evidence-based guidance for developing educational technologies that optimize psychological support alongside technical functionality in creative learning environments.</p>