The role of self-regulated learning in students' success in flipped undergraduate math courses

Zhiru Sun, Kui Xie, Lynley Anderman

Research output: Contribution to journalJournal articleResearchpeer-review

Abstract

Based upon the self-regulated learning theory, this study examined the relationships between academic achievement and three key self-regulatory constructs - prior domain knowledge, self-efficacy, and the use of learning strategies - in two flipped undergraduate math courses. Structural equation modeling was employed as the primary method to analyze the relationships in both the pre-class and in-class learning environments of the flipped courses. The results of the study showed that students' self-efficacy in learning math and the use of help seeking strategies were all significantly positively related with academic achievement in both pre- and in-class learning environments. In addition, students' self-efficacy in collaborative learning had a positive impact on their use of help seeking strategies during in-class learning. The theoretical and instructional implications are discussed.

Original languageEnglish
JournalThe Internet and Higher Education
Volume36
Issue number1
Pages (from-to)41-53
ISSN1096-7516
DOIs
Publication statusPublished - 1. Jan 2018

Keywords

  • Self-regulation
  • Flipped classroom
  • Self-regulated learning
  • Learning Strategies
  • Structural equation modeling
  • Self-efficacy

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