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

Abstract

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.