文献类型：期刊文献

英文题名：The impact of student psychological empowerment on class stickiness

作者：Fei, Hongping[1];Zhang, Junhui[1];Xiang, Weilin[1];Qi, Haifeng[1]

机构：[1]East China Univ Sci & Technol, Sch Business, Shanghai, Peoples R China

年份：2025

卷号：16

外文期刊名：FRONTIERS IN PSYCHOLOGY

收录：;WOS:【SSCI(收录号:WOS:001621779600001)】；

基金：The author(s) declare that financial support was received for the research and/or publication of this article. This research was supported by the Fundamental Research Funds for the Central Universities (JKN02252209) and the scientific research fund provided by the School of Business, East China University of Science and Technology. A portion of this funding was specifically allocated for educational research initiatives. The school has been supportive of our efforts to conduct innovative research in educational psychology.

语种：英文

外文关键词：student engagement; psychological empowerment; psychological ownership; class stickiness; customer engagement

摘要：Introduction: Sustaining student engagement ("class stickiness") in hybrid/online courses is essential for learning and retention. Grounded in customer-engagement theory, we test a sequential model where student psychological empowerment fosters psychological ownership and involvement, which in turn drive class stickiness and course evaluation. Methods: A cross-sectional survey was administered to 320 Chinese undergraduates in blended courses. Validated scales measured empowerment (10 items), ownership (10), involvement (7), stickiness (10), and evaluation (2). After Harman's single-factor and CFA tests, structural equation modeling (LISREL 8.8) tested six hypotheses. Results: All scales showed high reliability (alpha >=.82) and convergent validity (AVE >.50, CR >.70). Empowerment positively predicted stickiness (beta =.73, p <.001) and ownership (beta =.74, p <.001). Involvement predicted stickiness (beta =.90, p <.001) and ownership (beta =.95, p <.001). Ownership strongly influenced stickiness (beta =.95, p <.001). Stickiness enhanced course evaluation (beta =.87, p <.001), explaining 76 % of its variance. Discussion: Results support the empowerment -> ownership/involvement -> stickiness -> evaluation chain, highlighting the need for autonomy-supportive, ownership-fostering pedagogies to sustain engagement and positive course ratings in digital learning environments.