The impact of flipped learning on the relationship between self-regulated online learning and academic procrastination
Yazarlar (3)
Funda Ergüleç Eskişehir Osmangazi Üniversitesi, Türkiye
Doç. Dr. Ahmet KARA Kastamonu Üniversitesi, Türkiye
Esra Eren Eskişehir Osmangazi Üniversitesi, Türkiye
| Makale Türü | Özgün Makale (SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale) | ||
| Dergi Adı | Current Psychology (Q2) | ||
| Dergi ISSN | 1046-1310 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 08-2023 |
| Cilt / Sayı / Sayfa | 42 / 23 / 19955–19969 | DOI | 10.1007/s12144-022-03136-5 |
| Makale Linki | http://dx.doi.org/10.1007/s12144-022-03136-5 | ||
| Özet |
| 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 … |
| Anahtar Kelimeler |
| Academic procrastination | Flipped learning | Pre-service teachers | Self-regulated online learning |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Web of Science | 3 |
| Scopus | 6 |
| Google Scholar | 18 |