Exploring the influence of psychological empowerment on student’s learning performance in a blended learning environment based on the structural equation model

Today's Generation Z students have entered to the university. Traditional teaching cannot meet their learning needs. Teachers must create an environment that can enhance their learning abilities. This paper aims to explore how to use teachers' psychological empowerment to increase students' creativity, learning satisfaction, and learning performance in a blended learning environment. After collecting 172 valid questionnaires, this research uses the structural equation model to verify the proposed conceptual model. This study used Cronbach’s α (> 0.7), CR (> 0.7), and AVEs (> 0.5) to test the reliability and the validity of the construct. Besides, the χ2/df ratio (< 3.0) and other indicators of goodness of fit (RMSEA= 0.059, CFI= 0.97, IFI= 0.96, NFI= 0.97) were used to test the model fit. The results show that teachers' psychological empowerment has a positive impact on students’ creativity (β = 0.44, p < 0.001), learning satisfaction (β = 0.25, p < 0.001) and learning performance (β = 0.17, p < 0.001). Students' creativity (β= 0.78, p< 0.001) and learning satisfaction (β= 0.18, p< 0.01) have a positive impact on their learning performance.