The impact of flipped learning on the relationship between self-regulated online learning and academic procrastination

被引:0
作者
Funda Ergulec
Ahmet Kara
Esra Eren
机构
[1] Eskisehir Osmangazi University,
[2] Kastamonu University,undefined
来源
Current Psychology | 2023年 / 42卷
关键词
Flipped learning; Self-regulated online learning; Academic procrastination; Pre-service teachers;
D O I
暂无
中图分类号
学科分类号
摘要
To understand the relationships between flipped learning, self-regulated online learning and academic procrastination, this study constructs a mediation model to examine the impact of flipped learning on pre-service teachers’ self-regulated online learning behaviors and academic procrastination. A total of 396 pre-service teachers enrolled in a university in Turkey participated in the study, 306 (77.3%) of the participants were female and 90 (22.7%) were male. Three different data collection tools were used in the study: Flipped Learning Scale, Self-Regulated Online Learning Questionnaire, and The Scale of Academic Procrastination. Path analysis technique was used to analyze the data. The study found that while learning support, the dimension of the flipped learning scale, predicts self-regulated online learning in a significant and positive way, self-regulated online learning predicts academic procrastination in a significant and negative way. One unit increase in learning support increases students’ self-regulated online learning by 0.25 units (t = 5.05; p < .001). On the other hand, a one-unit increase in self-regulated online learning decreases students’ academic procrastination by 0.54 units (t = -12.80; p < .001). In addition, self-regulated online learning has a full mediating effect in the relationship between learning support and academic procrastination.
引用
收藏
页码:19955 / 19969
页数:14
相关论文
共 50 条
[41]   The Online Flipped Learning Model: Effects on Academic Achievement, Critical Thinking, and Self-Directed Learning Skills in Nursing Students [J].
Erden, Dilek ;
Kaya, Hulya .
JOURNAL OF NURSING RESEARCH, 2025, 33 (02) :e384
[42]   Exploring the Effects of online Academic Help-Seeking and Flipped learning on Imporving Students' Learning [J].
Chyr, Wen-Li ;
Shen, Pei-Di ;
Chiang, Yi-Chun ;
Lin, Jau-Bi ;
Tsai, Chia-Wen .
EDUCATIONAL TECHNOLOGY & SOCIETY, 2017, 20 (03) :11-23
[43]   Facilitating EFL students' class engagement, motivation, self-efficacy, and achievements: adopting differentiated instruction in self-regulated flipped learning [J].
Chen, Chih-Hung ;
Shih, Dian-Jyun .
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, 2025,
[44]   Conscientiousness, prior experience, achievement emotions and academic procrastination in online learning environments [J].
Cheng, Sheng-Lun ;
Chang, Jen-Chia ;
Quilantan-Garza, Karina ;
Gutierrez, Mary L. .
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 2023, 54 (04) :898-923
[45]   The Mediating Roles of Time Management and Learning Strategic Approach in the Relationship Between Smartphone Addiction and Academic Procrastination [J].
Liu, Fang ;
Xu, Yanan ;
Yang, Tianshuai ;
Li, Zhihua ;
Dong, Yakun ;
Chen, Liang ;
Sun, Xiaohua .
PSYCHOLOGY RESEARCH AND BEHAVIOR MANAGEMENT, 2022, 15 :2639-2648
[46]   State of Instructors to Use Self-Regulated Learning Processes in Their Courses [J].
Aydin, Solmaz ;
Cekim, Zehra .
CUKUROVA UNIVERSITY FACULTY OF EDUCATION JOURNAL, 2016, 45 (02) :359-373
[47]   Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA: A Comparison Between Students With and Without Learning Disabilities [J].
Hen, Meirav ;
Goroshit, Marina .
JOURNAL OF LEARNING DISABILITIES, 2014, 47 (02) :116-124
[48]   Improving Learning Motivation and Academic Achievement by Flipped Learning [J].
Lee, Hee Suk ;
Kim, Chang Suk .
2018 2ND INTERNATIONAL CONFERENCE ON E-SOCIETY, E-EDUCATION AND E-TECHNOLOGY (ICSET 2018), 2018, :59-63
[49]   Project Based Learning and Academic Procrastination of Students in Learning Physics [J].
Santyasa, I. Wayan ;
Rapi, Ni Ketut ;
Sara, I. Wayan Windu .
INTERNATIONAL JOURNAL OF INSTRUCTION, 2020, 13 (01) :489-508
[50]   Self-Regulated Learning of Brazilian Students in a Teacher Education Program in Piaui: The Impact of a Self-Regulation Intervention [J].
Arcoverde, Angela Regina dos Reis ;
Boruchovitch, Evely ;
Acee, Taylor W. ;
Goes, Natalia Moraes .
FRONTIERS IN EDUCATION, 2020, 5