The Influencing Mechanism of Psychological Empowerment on Learning Satisfaction and Learning Performance in Blended Learning Environment – An Empirical Analysis

DOI

10.2991/978-94-6463-034-3_60How to use a DOI?

Keywords

psychological empowerment; learning competence; self-determination; learning impact; learning satisfaction; students’ creativity; learning performance

Abstract

Gen Z students are very different compared to the previous generations’ students. The traditional teaching methods can no longer meet their learning needs instead by learning through the Internet. Therefore, teachers must use the Internet to create an environment suitable for their learning. The blended teaching method is a new model that can meet the learning needs of Gen Z. This study aims to explore how the four dimensions of psychological empowerment can be used in a blended learning environment to improve students’ creativity, learning satisfaction, and learning performance. The study collected 356 valid questionnaires, the proposed conceptual model was validated using the structural equation model. The reliability of this study is greater than 0.7, and the validity is tested by CR and AVE, which meet the requirements of scholars. The results show that in the four dimensions of psychological empowerment. Firstly, enhancing students’ learning competence, and understanding the meaning and impact of learning can help improve students’ satisfaction. Secondly, enhancing students’ learning competence, learning self-determination, and learning impact has a positive impact on students’ creativity. Thirdly, when students have higher learning competence and impact, it helps to improve students learning performance. Fourthly, when students are more creative and have learning satisfaction with the course, they can improve their learning performance.

Copyright

© 2023 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Li Yu Tseng
PY  - 2022
DA  - 2022/12/23
TI  - The Influencing Mechanism of Psychological Empowerment on Learning Satisfaction and Learning Performance in Blended Learning Environment – An Empirical Analysis
BT  - Proceedings of the 2022 3rd International Conference on Big Data and Informatization Education (ICBDIE 2022)
PB  - Atlantis Press
SP  - 589
EP  - 598
SN  - 2589-4900
UR  - https://doi.org/10.2991/978-94-6463-034-3_60
DO  - 10.2991/978-94-6463-034-3_60
ID  - Tseng2022
ER  -