Investigating the Relationship between Volitional Strategies and Academic Achievement in a Flipped Learning Environment

被引：5
|
作者：
Birgili, Bengi [1 ]
Seggie, Fatma Nevra [2 ]
Kiziltepe, Zeynep [2 ]
机构：
[1] MEF Univ, Fac Educ, Dept Math & Sci Educ, Maslak Ayazaga St 4, TR-34396 Istanbul, Turkey
[2] Bogazici Univ, Fac Educ, Dept Educ Sci, North Campus, TR-34342 Istanbul, Turkey
来源：
CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE | 2019年 / 21卷 / 01期
关键词：
correlational study; flipped learning; higher education; self-regulated learning; teacher education; CLASSROOM; MODEL;
D O I：
10.15516/cje.v21i1.3006
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study was conducted to determine whether there is a relationship between academic volitional strategies and academic achievement in a flipped learning environment. Academic achievement entails an environment where students exert self-discipline on classroom tasks. By using volitional strategies, learners can enhance engagement on academic tasks and complete assignments more efficiently. Undergraduate students enrolled in a teacher education programme at a higher education institution in Turkey participated in the research. Academic Volitional Strategies Inventory (AVSI), with alpha = .87 internal consistency, was applied to a group of students. The obtained data were explored through Pearson correlation. The results showed a statistically significant positive relationship between AVSI scores and academic achievements (r =.39, p=<.05). Hence, volitional skills and academic achievements act in concert in a teacher education programme.
引用
收藏
页码：345 / 375
页数：31
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