The impact of student psychological empowerment on class stickiness.

Hongping Fei, Junhui Zhang, Weilin Xiang, Haifeng Qi

Abstract read

In one paragraph

Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it

0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Social capital and educational justice as predictors of civic engagement in higher education: the mediating roles of institutional trust and student empowerment.Frontiers in sociology · 2026
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Hongping FeiSchool of Business, East China University of Science and Technology, Shanghai, China.

Junhui ZhangSchool of Business, East China University of Science and Technology, Shanghai, China.

Weilin XiangSchool of Business, East China University of Science and Technology, Shanghai, China.

Haifeng QiSchool of Business, East China University of Science and Technology, Shanghai, China.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

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 ( 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.

Indexed as

class stickinesscustomer engagementpsychological empowermentpsychological ownershipstudent engagement

Identifiers

PMID41293108

DOI10.3389/fpsyg.2025.1615370

PMCPMC12641506

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.